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|a LB2343.B33 2015_BabikRichardL |2 BU-Local |
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|a Higher education selection among gay male students |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2015. |
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|a xvi, 283 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2015. |
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|a Includes bibliographical references (leaves 230-263). |
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|a Copyright Richard L. Babik. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a This qualitative study explored the higher education selection process among self-identified gay male students. Eight university undergraduates with varying ethnic and racial backgrounds, between the ages of 18 and 22 participated. Each was enrolled in a higher education institution in the Southeastern United States and in the early years of their studies at the time of participation. This research utilized a qualitative, phenomenological methodology and sought to understand the essence of the university selection process in this population. The researcher interviewed each participant for about 70 minutes. These meetings were audio recorded, transcribed, and then subjected to four separate levels of thorough analysis. A discussion was included that detailed how these analyses were utilized to determine the textures, structures, and essential essences of the higher education selection process that each respondent experienced. This study discussed the literature relevant to contemporary issues facing the gay community and demonstrated the necessity for heightened awareness of the needs of this population group. The findings indicated that higher education selection was a purposeful process among the participants. Major themes of determination, authenticity, control, and movement were identified as main components of the school choice progression. Minor themes included the desire for institution fit, happiness, freedom, a real life, membership in the LGBT community, a fulfilling social life, distance, and space. The concluding chapter indicated the strengths and limitations of this study and recommendations and implications for practice and possible future research. Implications for practice identified included increased training in regards to the target population, improved awareness of the choice process, active recruitment of gay male undergraduates, identification and quantification of the target population, development of inclusive campuses, adoption of antidiscrimination policies, increased activities for the LGBT community, and provision of improved counseling services. Additionally, research findings suggested the requirement of action and programs to meet the unique requisites of self-identified gay male students as they face the process of selecting a college or university. Finally, this study included recommendations for educators, counselors, recruiters, social workers, and administrators to insure awareness, advocacy, recruitment, and inclusion of the gay undergraduate population in higher education. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Male college students |x United States. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001894/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/18/94/00001/LB2343_B33 2015_BabikRichardLthm.jpg |
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|a Theses and Dissertations |
