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Laurence Parker Misa, Christina Marie 2015-09-25T19:54:43Z 2015-09-25T19:54:43Z 10000-01-01 2006 2006 It is with the multiplicity of these tools that I will attempt to intertwine their principal tenets (e.g., narrative inquiry, historical analysis and coalition building) of LatCrit and Queered Chicana Theory to go beyond a traditionally pathological approach toward queers in general to analyze institutional dynamics that both impede and contribute to the prosperity of these young women in their education and societal dimensions (e.g., family, culture, community). Lastly, I hope to provide some insight in utilizing these theoretical frameworks for developing avenues to evaluate, critique and create policy and research that implement transformative practices in school communities and begin the journey to deepen an intersectional discussions on how multiple layers of identity (sexual identity, gender, race and class) exist in everyday practices and routines in school communities. Made available in DSpace on 2015-09-25T19:54:43Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3250294.pdf: 5052005 bytes, checksum: a94be762e4d49357e263f6f8a4049a25 (MD5) Previous issue date: 2006 Embargo set by: Seth Robbins for item 81246 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 182 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. http://hdl.handle.net/2142/79964 (MiAaPQ)AAI3250294 eng Education, Secondary Marginalized Multiplicities: The Journeys of Chicana/Latina Lesbian and Bisexual High School Students text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.