Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654430
Title: "Gay fathers and the interface with primary education : an interpretative phenomenological analysis"
Author: Flanagan, Dean
ISNI:       0000 0004 5358 2606
Awarding Body: University of Essex
Current Institution: University of Essex
Date of Award: 2014
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Abstract:
The number of children belonging to gay and lesbian headed families is increasing (Office for National Statistics, ONS, 2013). This trend is likely to continue as these families gain increasing legal parity and protection with notable legislative changes such as the Civil Partnership Act (2004), Equalities Act (2010) and Marriages: Same Sex Couples Act (2013). At present, there is limited research focusing on this area of interest, particularly in relation to the interface between gay male-parented families and the education sector. The aim of this thesis was to explore the experiences of gay fathers who have children attending Primary Education. Key questions posed related to participants' experience of being fathers, their family dynamics and their interactions with primary education, for example, school staff, curriculum coverage and the wider school community. Five participants were interviewed using a semi-structured interview schedule. , Transcribed interviews were analysed using Interpretative Phenomenological Analysis (IPA). The participants' stories were reconstructed as themes. A systematic analysis of the narratives were then linked to relevant literature. Four overarching themes were identified: 'sense of family': 'real', 'normal' or 'different', 'parenthood: sex, sexuality and gender', 'retrospective and prospective experiences of prejudice', and 'building support and resilience for gay headed families'.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ch.C.Ed.Psych.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.654430  DOI: Not available
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