Date Approved

2-3-2016

Embargo Period

2-8-2016

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Services and Leadership

College

College of Education

Advisor

Johnson, Ane Turner

Committee Member 1

Hancock, Gloria

Committee Member 2

Connell, Nadine

Keywords

Affirmative Practice, Cultural Competence, Organizational Change, Practitioner Perceptions

Subject(s)

Juvenile corrections; Sexual orientation

Disciplines

Criminology and Criminal Justice | Student Counseling and Personnel Services

Abstract

This action research (AR) study explored practitioners’ knowledge of Lesbian, Gay, Bisexual, Transgender, Questioning, and Intersex (LGBTQI) youth issues in a juvenile justice setting. A research and service approach was employed to develop a LGBTQI policy and training. This study was motivated by three research questions. Does sensitivity training increase practitioner knowledge concerning LGBTQI youth in juvenile justice? What are the attitudes of juvenile justice practitioners concerning the stigmatization of LGBTQI youth in a juvenile correctional setting? How can the findings of this study improve support networks for LGBTQI youth in a juvenile correctional setting? To examine these questions, pre-test and post-test data were obtained from (N=164) practitioners and interviews were conducted with (N=16) practitioners. The results revealed that practitioner knowledge about LGBTQI youth issues in juvenile justice increased. The results further indicated that demographic factors were not good predictors of such knowledge increase. Participant narratives highlighted and contested inequalities concerning the care and treatment, climatic conditions and affirming networks for LGBTQI youth in the juvenile justice system. Implications for policy, practice, and research were discussed.

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