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dc.contributor.authorWainman, Aaron P.
dc.date.accessioned2021-05-11T13:55:06Z
dc.date.available2021-05-11T13:55:06Z
dc.date.issued2021
dc.identifier.urihttp://digital.library.wisc.edu/1793/81805
dc.descriptionPosteren_US
dc.description.abstractStudents’ decisions to pursue graduate school seem to be influenced in some major ways by their LGBTQ+ identity. While a small semi-structured narrative analysis cannot be used to generalize the findings in this study, they illuminate some future areas of inquiry and study, as well as inform some best practices. The relationship between LGBTQ+ identity and graduate school or career aspirations was usually contextual and influencing in nature rather than being directly responsible for the decision-making process. The complexity of community, gendered work roles, and significance in the work seeming to be the most important phenomenon observed.en_US
dc.description.sponsorshipTRIO McNair Scholars Programen_US
dc.language.isoen_USen_US
dc.publisherUniversity of Wisconsin-Superioren_US
dc.subjectGraduate school; Factors; LGBTQ+; Identityen_US
dc.titleGraduate School Decisions: Factors That Influence LGBTQ+ Students.en_US
dc.typeOtheren_US


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