Omogun, LakeyaLong, Zachary2023-08-142023-08-142023Long_washington_0250O_25809.pdfhttp://hdl.handle.net/1773/50330Thesis (Master's)--University of Washington, 2023Across the country, lawmakers are making a concerted effort to dehumanize LGBTQ+ people and their stories, which has led to discriminatory education practices. Previous research shows that for the well-being and safety of LGBTQ+ students, they must feel a sense of belonging. One such space, the Genders and Sexualities Alliance (GSA) in schools, can provide that feeling; however, a singular space cannot meet the needs and desires of the diverse representation of LGBTQ+ students in a school building. Drawing on data from two book club meetings around student engagement with Gender Queer: a Memoir by Maia Kobabe and a culminating focus group interview, this paper explores how LGBTQ+ students gather to speak on relevant topics and issues to build a sense of community. This research offers insight into the needs of LGBTQ+ students and possible solutions for educators and administrators. I suggest that LGBTQ+-focused book clubs, in addition to GSAs, offer space to reject heteronormativity and provide an opportunity for students to find the place where they belong in school.application/pdfen-USCC BY-NC-NDEducationReading instructionSexualityEducation - SeattleThesis