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Abstract

In this duoethnography, we explored how experiences in conservative Christian high schools were viewed through the different lenses of our binary-constructed, biological sexes. Our perceptions varied along the axes of gendered roles, gendered responsibilities, and romance and sexuality. Through reflecting on our own experiences, we critiqued what we were taught and the lasting repercussions those teachings left on our lives. The approach of indoctrination proved counterproductive in our schools, as graduates left unprepared to enter meaningful romantic relationships or to encounter a world outside their previously sheltered environs.

Keywords

Sex, Gender, Christian Education, Duoethnography

Author Bio(s)

Phillip A. Olt is an Assistant Professor of Higher Education Student Affairs at Fort Hays State University. He earned his Ed.D. in Educational Administration (Adult & Postsecondary) from the University of Wyoming. Correspondence regarding this article can be addressed directly to: paolt@fhsu.edu.

Linly Stowe is a recent graduate of the MSE in Higher Education Student Affairs program at Fort Hays State University and a College Success Coach for Conexión Américas in Nashville, Tennessee.

Publication Date

6-13-2020

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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