Degree Granting Department
Gender Identity, Lesbian, Lesbian Relationships, LGBTQ Education, Sexuality
Homophobia and prejudice against the lesbian community have been argued to be consequences of lack of education within academic and non-academic spaces. This study introduces a pedagogical model of gendered lesbian identity that can act as a tool for educators to understand lesbian experiences, and thus contribute to addressing issues related to homophobia and prejudices in the classrooms and beyond. Based on thematic analysis of data generated by a qualitative online survey of 29 participants, this study argues that notions of social norms, individual agency, and importance of advocacy are critical points of emphases in the proposed educational model. Although the model may be seen as a pilot study, its experiential and theoretical foundation should make it a novel and simple pedagogical tool in teaching lesbian identity.
Scholar Commons Citation
Pugh, Megan, "An Evolving Dyke-otomy: Lesbianism and Learning" (2012). Graduate Theses and Dissertations.