The majority of research investigations into the meaning and implications of the lesbian label within the sport context have primarily focused on coaches, athletes, and physical education teachers. Generally overlooked, however, has been the area of college and university health and kinesiology academia (i.e., sport-related curricula). The purpose of this study was to extend this line of inquiry to this setting within the context of sport. By doing so, investigating the lesbian label, as well as seeking to identify its presence, impact, and potential consequences as they relate to health and kinesiology department members, may contribute to the understanding of why a lesbian stigma persists within the multifaceted context of sport. Further, an additional purpose of this inquiry was to identify whether the use of identity management strategies, and their potential negative consequences, were used in relation to the lesbian label. The lesbian label was investigated through the voices of health and kinesiology department academicians. Through their words it was communicated that not only was the lesbian label and an associated stigma present within their respective departments, but the meaning of lesbianism within sport-related curricula was somewhat reminiscent of the meaning in other sport contexts. Thus, to some extent, the lesbian stigma can be extrapolated from sport to sport-related curricula. While complex, the meaning of lesbianism was intertwined with gender norms, religious beliefs, politics, personal beliefs, interpersonal relationships, societal assumptions, perceptions of powerlessness, and a necessity for self-protection. This was predominantly the case related to a female faculty members’ possession of certain physical characteristics, her physical presentation and attire, relationship status, and proximity to departmental physical activity courses that are regarded as more masculine (e.g., weight training, racquetball, basketball, etc.), in particular. Finally, whether merely acknowledged as being present or advocating for change with regard to perceptions of inequality and injustice, cognitive and emotional resources were allocated to this issue in a variety of ways. Implications of this exploration and its findings are presented and further inquiry encouraged.

Thesis (Ed. S.)--Brigham Young University. Dept. of Counseling Psychology and Special Education, 2008. / Includes bibliographical references (p. 35-39).

Thesis (Ed. S.)--Brigham Young University. Dept. of Counseling Psychology and Special Education, 2005. / Includes bibliographical references (p. 33-37).

No description available.

Victimization and family rejection of sexual orientation are two particularly salient stressors facing lesbian, gay, and bisexual (LGB) young people. While initial research has established a link between these sexuality-related stressors and LGB youth mental health outcomes, the factors that underlie this relationship remain unclear. The current study examined the role of negative LGB identity in mediating the relationship between sexuality related stress (i.e., victimization, family rejection) and youth outcomes (i.e., internalizing problems, public outness, substance use, and cigarette smoking). Participants included 81 LGB young people (ages 14 to 25) recruited through college groups, youth organizations, study advertisements, and friend referrals. Path analyses revealed that victimization and family rejection experiences were related to youth internalizing problems via negative LGB identity. Similar results were found for a model predicting public outness. However, stressors and health risk behaviors were not related through negative LGB identity, although some direct relationships between stressors, substance use, and smoking emerged. Limitations and implications of the present study are discussed.

Thesis (M.S.)--University of Wisconsin--Stout, 2001. / Title from PDF title page (viewed Jan. 9, 2005). Includes bibliographical references (p. 33-36).

The extant research on the experiences of lesbian/gay, bisexual, and questioning —unsure- (LGBQ) youth shows that they have a lower sense of belonging and safety a tschool, are more likely to be victims of various types of bullying and to skip school, and use drugs and alcohol than their straight peers. Lately, however, a shift in direction towards examining the protective factors, which promote the well being of LGBQ youth, is happening. Extending the emerging research on this shift, the present study investigated the role of supportive adults at school in predicting LGBQ youth sense of safety and belonging. Also, this study examined whether adult support moderated the relationship between sexual orientation victimization and skipping school for LGBQ youth separately. The participants in this study (N = 19,551) were students (grades 8 through 12) enrolled in high schools that took part in a district-wide survey in a large, ethnically and economically diverse urban school district in British Columbia. Results showed that perceptions of adult support played a significant role in predicting the safety and belonging of LGBQ youth. Adult support significantly moderated the relationship between sexual orientation victimization and skipping school for bisexual and questioning youth but not for lesbian/gay youth. The implications, limitations, and directions for future research are discussed in the last section of this thesis.

No description available.

The extant research on the experiences of lesbian/gay, bisexual, and questioning —unsure- (LGBQ) youth shows that they have a lower sense of belonging and safety a tschool, are more likely to be victims of various types of bullying and to skip school, and use drugs and alcohol than their straight peers. Lately, however, a shift in direction towards examining the protective factors, which promote the well being of LGBQ youth, is happening. Extending the emerging research on this shift, the present study investigated the role of supportive adults at school in predicting LGBQ youth sense of safety and belonging. Also, this study examined whether adult support moderated the relationship between sexual orientation victimization and skipping school for LGBQ youth separately. The participants in this study (N = 19,551) were students (grades 8 through 12) enrolled in high schools that took part in a district-wide survey in a large, ethnically and economically diverse urban school district in British Columbia. Results showed that perceptions of adult support played a significant role in predicting the safety and belonging of LGBQ youth. Adult support significantly moderated the relationship between sexual orientation victimization and skipping school for bisexual and questioning youth but not for lesbian/gay youth. The implications, limitations, and directions for future research are discussed in the last section of this thesis.

Thesis (Ph. D.)--Indiana University, 2005. / Includes bibliographical references (leaves 93-97).