Abstract
The purpose of this qualitative dissertation in practice study was to describe the in-school experiences of LGBT students at Catholic high schools. The aim of the study was to create a framework to develop in-school interventions for LGBTQ+ students in a small independent Catholic high school. Using a phenomenological approach, the study examined the lived experiences of six LGBT recent graduates of a Catholic high school through interviews. Participants’ responses revealed shared experiences: institutional silence from the school about sexual and gender minority students, extensive support from individuals within the school, and experiences of fear about being queer at a Catholic school. The findings from the study demonstrated the importance of educational leadership practices in shaping their experiences. These findings and best practices from LGBTQ+ youth research and from educational practitioners informed a three-tiered solution for Catholic school leaders to integrate into their practice including professional development, curricular review, and the creation of ally and affinity groups. This dissertation in practice study has implications for research as there are few studies about LGBTQ+ students in U.S. Catholic schools and for practice as this framework can be helpful for independent Catholic high schools throughout the country.|Keywords: LGBTQ+, Catholic education, independent schools, leadership as practice