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Contextual social and emotional need...

Friedrichs, Terence P.

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Contextual social and emotional needs, and preferred social and emotional educational approaches, for gifted gay and bisexual male adolescents.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Contextual social and emotional needs, and preferred social and emotional educational approaches, for gifted gay and bisexual male adolescents./
Author:	Friedrichs, Terence P.
Description:	467 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0531.
Contained By:	Dissertation Abstracts International66-02A.
Subject:	Education, Philosophy of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3165277
ISBN:	9780542006838

Contextual social and emotional needs, and preferred social and emotional educational approaches, for gifted gay and bisexual male adolescents.
Friedrichs, Terence P.

Contextual social and emotional needs, and preferred social and emotional educational approaches, for gifted gay and bisexual male adolescents. - 467 p.

Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0531.

Thesis (Ed.D.)--University of St. Thomas (Minnesota), 2005.

The researcher uses a postmodernist-influenced framework of open-ended questions, interactive discussion of responses, and other general interview guidelines from Seidman (1991), and additional gay-specific interview suggestions from Kong, Mahoney, and Plummer (2002), in his inquiry with four artistically-gifted, high-school-aged, gay and bisexual adolescent males. He investigates the applicability of the social and emotional needs previously affirmed in Friedrichs and Etheridge's three other research groups (1991, 1992, 1993.) Similar to his previous, more traditional research stages, the investigator implements frequently-used definitions of "giftedness" and "gay and bisexual youth," and draws on many pre-set interview questions as the focus of the research. He uses traditional data coding guidelines from Neuendorf (2002) to find summary themes in student responses. Again, similar to the past, current subjects' answers are described in terms of whether the majority of respondents affirm each hypothesized socially-constructed need and each proposed helpful approach. Differently from the three earlier stages, however, the present study uses postmodernist principles to dig deeper into the content themes evident in the youths' responses, reporting the contextual whos, whats, whens, wheres, and hows associated with their needs and the fulfillment of those needs. The current investigation also adds a postmodern analysis on the overall content themes derived from the students, using the framework of Foucault (1977)---when the subjects' responses illustrate mostly disenchantment and unmet social and emotional needs---and the lens of Kumoshiro (2000)---when the youths' answers reveal general student engagement and fulfilled needs. The summary of content themes reveals that the previous stages' needs and approaches are affirmed by the present subjects for some, if not all, secondary grade levels. The postmodern analysis shows six particularly common themes in the subjects' comments, including behavioral priorities placed over time on identity development, resistance, construction of needs, dialoguing, resilience, and fluidity.

ISBN: 9780542006838Subjects--Topical Terms:

783746
Education, Philosophy of.

Contextual social and emotional needs, and preferred social and emotional educational approaches, for gifted gay and bisexual male adolescents.
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245 1 0 $a Contextual social and emotional needs, and preferred social and emotional educational approaches, for gifted gay and bisexual male adolescents.
300 $a 467 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0531.
500 $a Adviser: Karen B. Rogers.
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