Performing the Lived Experiences of LGBTQIA+ Individuals From Religious Backgrounds

2021 ◽  
pp. 153270862098725
Author(s):  
Jake Hogan ◽  
Matt Omasta
Keyword(s):  
Social Change ◽  
Religious Belief ◽  
Lived Experiences ◽  
Research Question ◽  
Central Research ◽  
State University ◽  
Utah State University ◽  
Religious Identities ◽  
Applied Theater

This article shares the playscript of an ethnodrama by and about people from religious backgrounds who identify as LGBTQIA+ (Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, Intersex, and Asexual/Aromantic; “+” refers to the multitude of other identities included within Queerness and/or Transness) that was devised and performed at Utah State University. The applied theater project sought to understand, value, and share these peoples’ experiences, including the myriad roles religion played in their lives. Applied theater works to inspire social change through the performance of live productions. This project strove to help amplify the participants’ voices as they explored topics and issues that they uniquely face. The central research question for this project was “How do people from religious backgrounds who identify as LGBTQIA+ understand, process, and interact with individuals and institutions they encounter on a regular basis?” Specific themes and topics included familial responses to participants’ queer and religious identities, how participants sought to find and create community, how they experienced acceptance and rejection, and ways religious belief intersected with their queer identities.

Phoenix Rising: An Autoethnographic Account of a Gifted Black Male With Dyslexia

2017 ◽  
Vol 40 (2) ◽  
pp. 135-151 ◽  
Author(s):  
Shawn Anthony Robinson
Keyword(s):  
Theoretical Model ◽  
Narrative Inquiry ◽  
Identity Formation ◽  
Research Design ◽  
Research Methodology ◽  
Black Male ◽  
Lived Experiences ◽  
Research Question ◽  
Central Research ◽  
Personal Experiences

The purpose of this study was to describe my academic journey as a gifted Black male with dyslexia. The central research question was the following: What were some of the stories along my academic pathway that seem significant? The research design positioned me inside the culture in which I am the topic of examination. The research methodology used for my analysis was autoethnography, which allows personal experiences to be explored through the intersection between narrative inquiry and ethnography. The approach allowed me to fully articulate my lived experiences, which provided a deeper understanding on how the intersectionality of race, dyslexia, and giftedness influenced my identity formation. An analysis of my journey led to the finding that the intersection of identity categories must be attended to, in order to support the learning of students with “triple-identity.” The article presents a theoretical model for exploring the intersectionality of those elements.

scholarly journals Western Faculty Members' Cross-Border Lived Experiences

2011 ◽  
Vol 10 (1) ◽  
Author(s):  
Xin Bu ◽  
Bill McCaw ◽  
Patty Kero
Keyword(s):  
Lived Experiences ◽  
Research Question ◽  
The United States ◽  
Faculty Members ◽  
Central Research ◽  
Face To Face ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Cross Border ◽  
Level Method

Universities in China and the United States have been engaged in cross-border education through partnerships establishing international branch campuses (IBCs). This qualitative study used Moustakas’s (1994) strategy of inquiry as a framework and explored Western faculty members’ cross-border lived experiences at IBCs in China. IBCs in this study were coestablished by American universities and their Chinese partners. The central research question that guided this study asked about the lived experiences of Western faculty members at IBCs in China. This study purposefully selected 14 participants and data were collected through semistructured, one-on-one, face-to-face interviews. Moustakas’s (1994) seven-level method of analysis involving a process of meaning reduction was followed. The essence of the participants’ lived experiences described two components: value and adjustment. Findings from this study are valuable for leaders to rethink how to better support Western faculty in this joint higher education venture

scholarly journals Lived Experiences of a Hong Kong Physical Education Teacher: Ethnographical and Phenomenological Approaches

2016 ◽  
Author(s):  
Raymond Sum ◽  
Teng-Yao Shi
Keyword(s):  
Hong Kong ◽  
Physical Education ◽  
Secondary School ◽  
Lived Experiences ◽  
Life Histories ◽  
Environmental Changes ◽  
Participant Observation ◽  
Research Question ◽  
Central Research ◽  
Political Empowerment

This study employed ethnographical and phenomenological methods to explore the lived experiences and career of a Hong Kong secondary school physical education (PE) teacher (Wharton) in order to embody his versatile roles through phenomenological description of a lived body itself and the lived world. The central research question is “How does a male secondary school PE teacher manage his work life and the embodiment of his professional roles?” Data collection techniques were in-depth interviewing, participant observation and field notes, participant’s reflection documentation and visual elicitation. Concepts of “play to learn,” “professional development” and “political empowerment” were used to examine Wharton’s lived experiences and career. Themes such as Static Gestalt, Dynamic Gestalt, Style Gestalt and Reversibility Gestalt were identified. This study may inform literature on sociological perspectives and the life histories of PE teachers and applicable to other teachers as they adapt to environmental changes in other settings.

Structured-Objective Rorschach Test: A Question of Choice Location

1965 ◽  
Vol 21 (3) ◽  
pp. 703-706
Author(s):  
Philip Langer ◽  
Ron Norton
Keyword(s):  
State University ◽  
Rorschach Test ◽  
Utah State University ◽  
Choice Location ◽  
Response Choices

50 Ss at Utah State University were given the Structured-Objective Rorschach test. An inquiry phase followed each of the responses given by S. Results seem to indicate that: (1) location scores are valid less than 50% of the time, (2) there is an increase in rejection of answers and lessened validity of location scores for the last five blots when compared with the first five, and (3) it is assumed that Ss are making response-choices on bases other than the assigned blot characteristics.

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