dc.contributor.author	Sharpe, Antoine
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2025-05-15T15:58:31Z
dc.date.available	2025-05-15T15:58:31Z
dc.date.issued	2025-05-05
dc.identifier.other	ffecad86-edfa-495c-8cd5-229ced95e93f	en_US
dc.identifier.uri	https://hdl.handle.net/10428/7417
dc.description.abstract	This mixed-methods study examined how school-related risk and protective factors influenced the academic performance and emotional well-being of military-connected LGBTQ+ young adults. While prior research has focused on LGBTQ+ students and military-connected youth separately, few studies have explored their intersection. Using an explanatory sequential design, 71 participants aged 18–25 completed a survey on school climate, victimization, identity expression, and academic performance. Follow-up interviews with six participants added depth to the findings. Results showed that school climate strongly affected students’ safety, self-expression, and engagement. Frequent relocations disrupted friendships and required students to assess each school’s inclusivity. Some participants disengaged due to marginalization, while others found stability in academic success. Supportive educators, inclusive policies, and affirming peer networks were key protective factors. Maslow’s Hierarchy of Needs guided the analysis. While basic needs, such as housing and food, were usually met through military resources, psychological needs like safety and belonging were inconsistently addressed, limiting students’ ability to thrive. The study highlights the importance of consistent, inclusive practices in schools serving military-connected youth. By centering LGBTQ+ voices, it offers insights for creating supportive environments where all students can succeed.	en_US
dc.format.extent	1 electronic record. PDF/A document, 214 pages, 3878164 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Education	en_US
dc.subject	Sexual minorities	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Education, Secondary	en_US
dc.subject	Identity (Psychology)	en_US
dc.subject	Military dependents	en_US
dc.subject	Student mobility	en_US
dc.subject	School environment	en_US
dc.subject	Mixed methods research	en_US
dc.subject	Gender identity	en_US
dc.subject	Bullying in schools	en_US
dc.title	Navigating Dual Identities: Reflecting on the Impact of Military Life and LGBTQ+ Identity on the Academic Performance, Aspirations, and Well-being During Secondary Education	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Wander, Ryan
dc.description.committee	Suriel, Regina
dc.description.committee	Archibald, James
dc.description.committee	Martinez, Reynaldo
dc.description.degree	Ed.D.	en_US
dc.description.major	Curriculum, Leadership & Technology	en_US