Date of Award
Master of Science (MS)
Higher Education Policy and Student Affairs
John Elmore, Ph.D. Professor
Matthew Krueger-Ross, Ph.D. Assistant Professor
This master’s thesis is a critical action research proposal for an undergraduate advocacy leadership role that is based philosophically and theoretically on the need for sex education resources for queer & trans students of color in universities. American culture is historically uncomfortable with and outwardly opposed to education on sex and sexuality, which often prevents queer identified people from receiving the distinct education and resources necessary to protect themselves from STIs or unhealthy relationships. Although this education is often provided, it is often unknowingly designed for their straight counterparts, which excludes and denies the queer student from participating in this education or from receiving these resources. Additionally, sex education often fails intersectional identities, with little resources for people of color, let alone queer & trans people of color. Through the philosophical lenses of Dewey, Freire, Crenshaw, & Foucault, as well as the Social Change Model of Leadership, I will challenge the lack of sex education in the university and argue the need for a queer approach to sex education in the university. This thesis proposes a paid opportunity for queer & trans students of color to autonomously engage in transformative leadership and advocacy on their campus and in their communities.
Seeley, Rebecca, "A Queer Approach to Sex Education: An Analysis of the Insufficiency of Access without Education" (2020). West Chester University Master’s Theses. 126.