The purpose of this study was to identify and describe the current campus climate for gay, lesbian, bisexual, and transgender persons at Texas A&M University as perceived by the faculty, professional staff, and administration at the institution. Specifically, the study looked at differences in perceptions and behaviors based on university position, race/ethnicity, gender, sexual identity, age, and interaction with members of the sexual orientation minority. The population for the survey consisted of 5,863 individuals at Texas A&M University, including 513 administrators, 1,992 faculty members, and 3,358 professional staff members. Based on the work of Krejcie and Morgan, a random sample of each of the three employment categories was taken, which resulted in a sample of 1,020 individuals. The survey instrument used was the Assessment of Campus Climate for Underrepresented Groups, developed by Susan R. Rankin, Ph.D. A selected group of questions from the survey were analyzed in order to conduct this research. The usable response rate was 47.9%. Overall, the data supported the finding that the University does not provide a campus environment that is welcoming to all members of the community, especially those individuals who identify as gay, lesbian, bisexual, or transgender. Several statistically significant differences were found to exist among the positions of the participants, as well as race/ethnicity, age, gender and sexual identity. The research also confirmed that an individual's attitudes and behaviors toward gay men, lesbians, bisexual men and women or transgender persons were influenced in a positive manner in relation to the frequency of contact that the person had previously had with members of this population. When compared to the norms established by a similar study across the United States, Texas A&M University was found to have a more negative campus climate. Implications for practice suggest ways in which the university can work toward improving the campus climate for gay, lesbian, bisexual and transgender students. Among the suggestions are the development of new policies that create a more supportive environment and new programs to serve the needs of the sexual orientation minority and to educate the campus community. Suggestions for future research are also discussed.

Thesis advisor: William A. Gamson / In 2006, Mariane Valverde announced the birth of what she called, “a new type in the history of sexuality” (155), the Respectable Same-Sex Couple. This work analyzes newspaper coverage of same-sex couples during the Massachusetts campaign for marriage equality to explore the content of and contours around that new socio-sexual category. The processes involved in the incorporation of lesbians and gay men into the governing relations of American society are used to explain the development of this type, and its replacement of the pathological Homosexual. The manufacture of respectability by movement activists is explored via the selection of “public face couples” as a framing strategy that links the lives of these couples to marriage itself and the hardships they suffer due to their inability to marry. The respectability of these couples and their incorporation as economic citizens is also linked to representations of professional status, upward mobility, economic success, and the creation of identity-based markets through entrepreneurial and consumptive practices. Boundaries around this respectability are evident in stories of failure, either to remain together as couples or to act in accordance with marital normative standards, while the boundaries between Heterosexuality and Homosexuality, and among and between same-sex and different-sex couples, are also being re-drawn as marriage becomes available. The broader historical transformation of lesbian and gay life is discusses in the development of new life-scripts becoming available. While these transformations have led to greater possibilities for the living of gay and lesbian lives, the absorption of these lives into governing relations also erases and expels other queer life practices and reinforces other forms of social inequality and injustice. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Sociology.

This dissertation analyzes personal and institutional narratives that shape the Canadian phenomenon of anti-LGBT violence as hate crime and locate queers within and without the discursive figure of the responsible, legitimate and undeserving victim of hate crime. These socio-legal narratives were taken from interviews with LGBT community activists involved in anti-violence projects, mainstream and gay print news media reportage of two notable homicides, Parliamentary debates of the enhanced sentencing provision that sought to include ‘sexual orientation’ to the list of biased motivating factors, Senate witness testimony on the amendment to Canada’s hate propaganda statutes which sought to include ‘sexual orientation’ to the list of protected groups, interviews with police officers who had direct experience with anti-hate crime initiatives, and judicial reasons for sentence. Utilizing an interdisciplinary analysis and drawing on hate crime scholarship and victimology, this dissertation asks: how is legitimate and, consequently, illegitimate LGBT hate crime victimization being represented and constituted through Canadian socio-legal narratives? In revealing how socio-legal actors and institutions have positioned LGBT individuals discursively within or without legitimate victimhood, that is, within and without the status of innocent victim deserving of social empathy and socio-legal institutional response, my dissertation illustrates how the spectre of illegitimate victimization is repeatedly invoked in socio-legal narratives of anti-LGBT hate crime. My analysis of these narratives about queer victimization and hate crime suggests that the figure of the responsible, legitimate and undeserving victim of hate crime remains an elusive and unstable identity for the queer victim of hate crime. Insofar as hate crime scholars have argued that the mobilization of hate crime activism has produced a victim whose hate crime status ensures its legitimacy, I contribute to this scholarship by arguing that this status is particularly challenging for the queer victim of hate-motivated violence. I demonstrate that the resiliency of the figure of classic victimology’s self-endangering and risky ‘homosexual’ and the sustained ideological resistence to LGBT individuals as full citizens, despite their notable legal gains, positions LGBT individuals, particularly gay men, ambiguously, situating them conceptually both without and within legitimate victimhood.

This dissertation analyzes personal and institutional narratives that shape the Canadian phenomenon of anti-LGBT violence as hate crime and locate queers within and without the discursive figure of the responsible, legitimate and undeserving victim of hate crime. These socio-legal narratives were taken from interviews with LGBT community activists involved in anti-violence projects, mainstream and gay print news media reportage of two notable homicides, Parliamentary debates of the enhanced sentencing provision that sought to include ‘sexual orientation’ to the list of biased motivating factors, Senate witness testimony on the amendment to Canada’s hate propaganda statutes which sought to include ‘sexual orientation’ to the list of protected groups, interviews with police officers who had direct experience with anti-hate crime initiatives, and judicial reasons for sentence. Utilizing an interdisciplinary analysis and drawing on hate crime scholarship and victimology, this dissertation asks: how is legitimate and, consequently, illegitimate LGBT hate crime victimization being represented and constituted through Canadian socio-legal narratives? In revealing how socio-legal actors and institutions have positioned LGBT individuals discursively within or without legitimate victimhood, that is, within and without the status of innocent victim deserving of social empathy and socio-legal institutional response, my dissertation illustrates how the spectre of illegitimate victimization is repeatedly invoked in socio-legal narratives of anti-LGBT hate crime. My analysis of these narratives about queer victimization and hate crime suggests that the figure of the responsible, legitimate and undeserving victim of hate crime remains an elusive and unstable identity for the queer victim of hate crime. Insofar as hate crime scholars have argued that the mobilization of hate crime activism has produced a victim whose hate crime status ensures its legitimacy, I contribute to this scholarship by arguing that this status is particularly challenging for the queer victim of hate-motivated violence. I demonstrate that the resiliency of the figure of classic victimology’s self-endangering and risky ‘homosexual’ and the sustained ideological resistence to LGBT individuals as full citizens, despite their notable legal gains, positions LGBT individuals, particularly gay men, ambiguously, situating them conceptually both without and within legitimate victimhood.

This thesis examines whether the interrelationship of family and gay identity in South Korea is best understood as one of conflict, pitting a traditional, national, and filial constraint against a presumed global, progressive, and individualistic freedom, or whether it requires (or perhaps, in the narratives themselves, already provides) a different, more recursive understanding. This thesis explores the recursivity between gay identity and filial piety among college students in contemporary Korea while also providing a critique of a global gay paradigm that others may argue infiltrates Korean gay discourse. The aim of this ethnography is not just to collect the stories that these young South Korean college men tell about their experiences of being gay and a son, but to trace how my position as a researcher and a friend are shaped by my experiences with other gay Korean men and how those positions are intimately tied to this ethnography as a whole.

This dissertation investigates the workplace experiences of gay and lesbian teachers. In-depth interviews and field observations were conducted with 51 teachers in Texas and in California, two states with different legal approaches to gay rights and worker rights. This comparative study highlights the importance of social, political, and cultural context in individual decision-making about sexual disclosure and performance, explores the consequences of "normalization" of LGBT experiences in the classroom, and addresses the role of identity politics in social change. By taking an intersectional approach to gay/lesbian identity construction, this dissertation considers how race, class, gender, and sexuality inequalities are expressed and reinforced in the experiences of gay and lesbian teachers. / text

South Africa is currently the only country in the continent to fully legally recognise same-sex marriage. While this is a post-apartheid nationalism feat that needs and should be celebrated, those who live openly as gay/lesbian continue to be despised by a large portion of the population (Gouws, 2005). There is an overwhelming body of research in the continent, including South Africa, that focuses on the narratives of homophobia and violence experienced by gay/lesbian individuals (see Mkhize, Bennett, Reddy & Moletsane, 2010; Judge, 2018). Despite the growing visibility of gay/lesbian headed families in the country, little is known about children raised in such families. Existing literature often focuses on the impact homosexuality has on children from the perspective of the gay/lesbian parents while ignoring the importance of giving a voice to children who come from such families. Using a qualitative approach, this study explored narratives of how young men raised in gay/lesbian families navigate heteronormative communities in South Africa. Queer theory and theory on Radical Democracy were adopted as theoretical frameworks while the data was produced through semi-structured interviews conducted in person and virtually with eight men raised in gay/lesbian families. Themes and sub-themes emerged through a narrative thematic analysis, highlighting the intricacies and tensions in how these men navigate heteronormative environments. Constructing narratives about (counter)heteronormative environments, encounters of disclosure, self-identification narratives, and growing up as a boy/man in counter-heteronormative families were the themes that arose from their narratives. Their narratives revealed that there is no such thing as a universal moment of disclosure and that ‘coming out' is a complex family process that sometimes occurs in the context of divorce and parental conflict and that sometimes, ‘coming out' was irrelevant for these men because the narrative of disclosure was not allowed. The men learned to represent a positive alternative masculinity that challenges mainstream sexist ideas of women and girls as objects as a result of growing up in counter-heteronormative families. The research suggests that living ‘the laws of democracy' within intimate family settings is a complex and multidetermined business, demanding both continuous vigilance around wide-spread homophobia and attunement to new modes of masculinity formation in the country.

abstract: Information concerning sexual minorities is conspicuously absent from secondary education curriculums. Student attitudes toward sexual diversity are impacted, and those entering higher educational environments are at a disadvantage when faced with diverse university populations. This study attempted to close the information gap among first year college students and to improve attitudes by teaching about sexual minorities, especially gays and lesbians. In addition to their standard coursework, 41 student participants (31 in the intervention group, and 10 in the control group) who were enrolled in required introductory college courses received six short lessons on sexual diversity. Mixed methods data collection and analysis included a pre and post intervention survey, the Riddle Homophobia Scale (1985), and qualitative electronic discussion boards throughout the intervention. Surveys revealed a significant decrease in negative attitudes but no increase in more affirming attitudes. Qualitative data showed somewhat inconsistent results with quantitative surveys, but allowed deeper analysis of the familial, social, religious and societal influences on student attitudes toward lesbian, gay, bisexual and questioning (LGBQ) people. Discussion includes possible explanations for the findings, suggestions for future research, and suggests refinements of the Riddle Homophobia Scale. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2016

Over the last decade, education-focused research/studies on young queers (or same-sex attracted young people) have highlighted the many problems or difficulties they face growing up in a homophobic, heterosexist society. Strategies to address these issues (proposed in numerous research articles and reports) have largely focused on the school setting. I argue that these strategies are limited by heterosexual norms, which regulate and contain in advance what is possible (for queers) within the formal school system. I examine the ways in which these heterosexual norms work to constrain the queer subject in education-focused research and studies on young queers. / Within this field of study, young queers have largely been characterized as victims: of homophobic abuse and harassment, and neglect by families and schools. They’re said to be lonely and isolated, at risk of attempted suicide, unsafe sex, drug and alcohol abuse, and homelessness. I argue that these representations convey a negative portrait of young queers as wounded subjects. I illustrate how the emphasis on the wounded queer subject can work against the interests of young queers. In particular, it obscures those queer perspectives involving agency: first, queer cultures and communities; second, the knowledge and experiences of those who have gained confidence in their queerness, who have queer social and sexual lives. These (agentic) queers can offer us ways of understanding how young queers move beyond isolation and loneliness. / This study highlights the importance, for many young queers, of having opportunities and spaces where they can connect with each other. Socialization and sexualization among young queers involves a certain openness being and doing queer a practice which is unintelligible within most education-focused research/studies on young queers. This is illustrated and explored through comparative analysis of queer subjectivities in two differentiated spheres: on the one hand education-focused research and studies relating to the school context, and on the other gay/lesbian/queer studies and literature relating to queer social and sexual contexts. The key contexts and themes examined here are: early sexual experience and beats, queer cultures and communities, and queer youth support and social groups.

People who are Queer Muslim Arab Americans have unique experiences, as their multiple identities often clash head-on with cultural expectations of their respective communities. To fully grasp the concept of someone who identifies as such, this thesis explores each minority identity individually, and then examines the interactions of all three identities. The Double Jeopardy and Intersectional Invisibility theories of multiple minority identities are explored in relation to people who are Queer Muslim Arab Americans. Scenarios are outlined in which each theory seems more relevant. Finally, community needs of Queer Muslim Arab Americans are discussed, with a focus on the opportunities that are available to mental health providers and community psychologists to make a positive impact on this multiple minority community.