This mixed methods study explores the experiences of gifted LGBTQ post-primary
students in Ireland. The participant sample in this study is composed of current
post-primary students and recent university students, who have been identified as
gifted and attended a CTYI summer programme between 2017 and 2019. The
quantitative data collection method was an online anonymous questionnaire, while the
qualitative data collection methods were interviews and focus groups. Quantitative data
is analysed to examine the frequency of negative remarks and language about LGBTQ
people, the frequency of intervention by staff, students and the respondents
themselves when this language occurs and the correlation between climate and
intervention. A thematic analysis of the qualitative data was conducted, which identified
common themes within the negative language used. Factors that influenced
participants’ willingness to intervene in situations of negative language use were also
explored. The transformative paradigm guides this study, which places central
importance on the lives and experiences of marginalised communities, uses
transformative theory to develop the inquiry approach and links results of social inquiry
to action.
The study also explores identity development for gifted LGBTQ post-primary students,
including the experience of coming out, social and emotional development and peer
relations. This study is the first to discuss the experiences of gifted LGBTQ young
people in Ireland.
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