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Investigating Factors Associated with Same-Sex Parental Involvement and Children’s Developmental, Early Literacy, and Early Numeracy Outcomes
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Queer theory, in part, recognizes that the categorization of gender is a social construction (Butler, 2006). That is, society has passed on gender categories and have been given meaning through gender roles, clothing, mannerisms, etc. Current quantitative methods in demography measure dimensions of sexuality in various ways, but fall short of measuring elaborate educational outcomes. Quantitative methods in education research measure elaborate educational outcomes, but fall short of measuring sexuality. The purpose of this dissertation is to use nationally-representative data to identify if there are differences in educational outcomes between same-sex and non same-sex parental involvement. I examine, through three studies, elaborate educational outcomes through a critical queer lens in order to identify lesbian, gay, and heterosexual households. Study 1 is a meta-analysis investigating the effect that same-sex and non same-sex couples’ parental involvement on their child’s development. Study 2 is a quantitative study examining potential differences in parental involvement of same-sex and non same-sex couples testing Lareau’s (2009) concept of “concerted cultivation” and Epstein’s (2009) Model of Parental Involvement. Study 3 is a quantitative study that seeks to identify if there are differences in the early childhood educational outcomes of same-sex and non same-sex parents. Recognizing gender as a social construct has the ability to open a vast amount of data about marginalized communities, particularly LGBTIQ people and their needs. Policy and survey measurement recommendations are provided for each study.
Suarez, Mario Itzel (2018). Investigating Factors Associated with Same-Sex Parental Involvement and Children’s Developmental, Early Literacy, and Early Numeracy Outcomes. Doctoral dissertation, Texas A & M University. Available electronically from