ABSTRACT
Through feminist (Better, 2006; Fonow & Cooke, 2005; Hesse-Biber, 2007) and bisexual theoretical lenses (Baumgardner, 2007; Bradford, 2004; Hartman, 2013; Lingel, 2009; Zaylia, 2009), this book qualitatively considers the presence of young bisexual women and their schooling experiences in New Zealand secondary schools. The point of difference between this project and others investigating sexually diverse youth is this project’s specific focus on young bisexual women and their lived schooling experiences—a focus that inspires the adoption of a bisexual theoretical approach underpinned by feminist methodologies as an appropriate foundation for the book. The chapter begins with the book’s interpretation of bisexual theory, including the notion and application of bisexual feminist theory.
