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Dealing with Dual Differences: Social Coping Strategies of Gifted and Lesbian, Gay, Bisexual, Transgender, and Queer Adolescents

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dc.contributor.advisor Tieso, Carol
dc.contributor.author Hutcheson, Virginia
dc.date.accessioned 2012-05-17T13:29:27Z
dc.date.available 2012-05-17T13:29:27Z
dc.date.issued 2012-05
dc.identifier.uri http://hdl.handle.net/10288/16594
dc.description The purpose of this qualitative study was to investigate the social coping strategies of gifted and lesbian, gay, bisexual, transgender, and queer (LGBTQ) students. Previous literature has explored hostile school environments for LGBTQ students and negative social perceptions of giftedness, but little research has addressed students who are both gifted and LGBTQ. Twelve gifted and LGBTQ college students were interviewed and asked to retrospectively describe their experiences, feelings, and behaviors in middle and high school. Their most common coping strategies included finding supportive groups of friends; hiding or downplaying their LGBTQ identity; participating in extracurricular activities; confiding in supportive teachers; developing their writing, musical, and leadership talents; and conducting research. Participants reported that their giftedness motivated them to seek and create safe spaces. The implications of this study can help educators guide students in the use of positive coping strategies that facilitate both talent and identity development. en_US
dc.language.iso en_US en_US
dc.publisher College of William and Mary
dc.rights Attribution-NoDerivs 3.0 United States *
dc.rights.uri http://creativecommons.org/licenses/by-nd/3.0/us/ *
dc.subject Gifted education en_US
dc.subject LGBTQ en_US
dc.subject Queer en_US
dc.subject Social coping en_US
dc.subject GLBT en_US
dc.subject LGBT en_US
dc.title Dealing with Dual Differences: Social Coping Strategies of Gifted and Lesbian, Gay, Bisexual, Transgender, and Queer Adolescents en_US
dc.type Text
thesis.degree.level Masters of Education en_US
thesis.degree.discipline Sociology en_US
thesis.degree.grantor College of William and Mary
dc.contributor.committeeMember Robbins, Janice
dc.type.genre Electronic Dissertation or Thesis

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Attribution-NoDerivs 3.0 United States Except where otherwise noted, this item's license is described as Attribution-NoDerivs 3.0 United States