'Becoming a Goddess': Experiences of Fa'afafine and Fakaleiti at an All Boys Secondary School

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dc.contributor.advisor Allen, L en
dc.contributor.author Howell, Victoria en
dc.date.accessioned 2019-08-27T02:27:48Z en
dc.date.issued 2019 en
dc.identifier.uri http://hdl.handle.net/2292/47560 en
dc.description Full Text is available to authenticated members of The University of Auckland only. en
dc.description.abstract This study examines the school experiences of 12 Fa'afāfine and Fakaleiti in one secondary school in Aotearoa-New Zealand. The participants were part of a school-based gender and sexually diverse group called the 'Goddesses'. The Goddesses were a student-formed group that socialised during interval and lunchtime. Data was collected using qualitative methods including focus groups and interviews. Two focus groups comprised of two sets of participants who differed in their experiences, one academic and one non-academic. Narratives outlining a range of experiences from both academic and non-academic student perspectives provided an accurate portrayal of the school environment. Thematic analysis was used to analyse the resulting data. Findings indicate interpersonal and institutional discrimination occurred daily. This took the form of daily verbal and physical harassment from other students, and the reluctance of teachers and management to appropriately address discrimination in the school. The social support and mentoring from the Goddesses acted as a buffer to this discriminatory environment. Belonging to the Goddesses provided participants protection from other students, and modelled assertiveness, a quality the participants called 'being fierce'. The findings are considered within the context of previous research. Recommendations are made to help schools reduce discrimination, and improve support structures for gender and sexually diverse students. Suggestions to reduce discrimination include implementing an anti-harassment policy specifically prohibiting homophobic and transphobic bullying, and developing a school-wide sexuality education programme that addresses gender diversity. Suggestions to improve LGBTQ student support include creating and maintaining a formalised GSA (Gay Straight Alliance) group in the school. Further research on the differences between the experiences of transgender students at single-sex and co-educational schools would be valuable and extend the current research. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof Masters Thesis - University of Auckland en
dc.relation.isreferencedby UoA99265162612602091 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights Restricted Item. Full Text is available to authenticated members of The University of Auckland only. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ en
dc.title 'Becoming a Goddess': Experiences of Fa'afafine and Fakaleiti at an All Boys Secondary School en
dc.type Thesis en
thesis.degree.discipline Education en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Masters en
dc.rights.holder Copyright: The author en
pubs.elements-id 779547 en
pubs.record-created-at-source-date 2019-08-27 en

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