Submitted in fulfillment of the requirements for the Degree in Masters of Technology in Nursing, Durban University of Technology, Durban, South Africa, 2015. / Introduction Access to effective health care is at the heart of the discourse on how to achieve the health related Millennium Development Goals. Lesbian and gay persons are affected by a range of social and structural factors in their environment, and as a result have unique health needs that might not be met by existing health care services. Sexual stigma remains a barrier to seeking appropriate health care. Lesbians and gays might delay seeking health care when needed or avoid it all together, because of past discrimination or perceived homophobia within the health care system. Aim of the study The aim of the study was explore and describe the accessibility of primary health care services to lesbians and gays in Umlazi in the province of KwaZulu-Natal. Methodology A qualitative, exploratory, descriptive study was conducted which was contextual in nature. Aday and Andersons’ theoretical framework of access was chosen to guide this study. Semi-structured interviews were conducted with 12 lesbian and gay participants. The findings of this study were analysed using content analysis. Results Four major themes that emerged from the data analysis were discrimination of homosexual men and women by health care providers and community members in PHC facilities; attitudes of homosexual men and women towards health care providers; homophobic behaviour and equality of PHC services. Few participants were satisfied with the primary health care services they received. Intervention by the Department of Health, Department of Education, curriculum planners and Health Professionals Councils is recommended wherein homosexuality education should be addressed during pre-service and in-service education sessions so as to familiarise health care providers with such clients’ health care needs and to decreased homophobic attitudes.

Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2006. / Worldwide various studies have been undertaken to investigate the influence of discrimination due to sexual preference and the impact thereof on the homo- and bisexual student during his/her student years. As opposed to this, few studies have been done at tertiary institutions in South Africa. This study investigates homosexuality as a sub culture by illustrating the experiences and perceptions of a selected group of homo- and bisexual students with regards to social interaction within a heterosexual student environment.

Thesis (MEd )--Stellenbosch University, 2011. / ENGLISH ABSTRACT: During no other time in history have sexual minority individuals been the recipients of so much attention, scrutiny and unprecedented acceptance and inclusion into mainstream culture. However, despite advances and society's ever increasing tolerance toward sexual minorities, many individuals with alternative sexual orientations remain fearful of disclosing their sexuality. Consequently, adolescents often hide their alternative sexual orientation from others or disclose to only a select few. Adolescents with alternative sexual orientations face unique challenges, such as the coming out process, during which they must recognise, explore, define and disclose their orientation in a way that heterosexual individuals need not. Disclosure of an alternative sexual orientation is a struggle for most lesbian, gay and bisexual youth due to fears of discrimination, ostracism and violence from others. Despite a growing body of scientific literature on homosexuality in general, little is known about the disclosure process and its impact on an adolescent. This study seeks to help fill the gaps by giving voice to the adolescent by exploring the experience of disclosure. Furthermore, this study seeks to provide insight and knowledge to mental health professionals to aid adolescent clients throughout the disclosure process. This study's research methodology can be described as qualitative research which is embedded within an interpretive/constructivist paradigm. Purposive sampling was used to select five male and five female research participants. The methods of data collection that were employed comprised semi-structured individual interviews and reflective notes. Furthermore, content analysis was used to analyse the data. The findings of this study suggest that many unique issues besides the normative challenges that lesbian and gay adolescents share with heterosexual adolescents characterise their development. This research study suggests that there are several milestones that are characteristic of lesbian and gay identity development, the negotiation of which may hinder development in other areas. The male and female participants described a similar trajectory to coming out, consistently identifying a feeling of being different during early childhood which resolved into an awareness of same-sex attraction that concluded in their self-labelling as gay or lesbian. The findings of this study suggest that the process of disclosure is continuous and emergent. The reactions of parents ranged from extreme outrage and expulsion from the home to support and acceptance of the fact that their child had disclosed his/her homosexual orientation. From the findings of this study it would appear that the participants' parents were initially ill prepared and unable to support their child during his/her disclosure. The participants voiced various strategies to support an adolescent in the position of disclosing to family. There are several implications of this study's findings for mental health professionals working with lesbian, gay and bisexual adolescents and youth. / AFRIKAANSE OPSOMMING: Die aandag, noukeurige betragting, aanvaarding en ongekende insluiting binne die hoofstroom van die kultuur wat tans deur seksuele minderheidsgroepe ervaar word, is ongekend in die geskiedenis. Ten spyte van vooruitgang en die toenemende verdraagsaamheid teenoor die seksuele minderheid in die samelewing, vrees diegene wat 'n alternatiewe seksuele oriëntasie toon steeds om hulself bloot te stel. Gevolglik hou adolessente dikwels hul alternatiewe seksuele oriëntasie geheim of onthul hulle dit slegs aan 'n uitgesoekte paar persone. Adolessente met 'n alternatiewe seksuele oriëntasie kom op 'n wyse wat nie vir heteroseksuele individue nodig is nie, voor unieke uitdagings soos die openbaarmaking van hul oriëntasie te staan wanneer hulle dit moet erken, verken, definieër en aan die moet lig bring. Die erkenning van 'n alternatiewe seksuele oriëntasie plaas die meeste lesbiese, gay en biseksuele jeugdiges voor 'n stryd vanweë die vrees vir diskriminasie, verstoting en geweld deur andere. Ten spyte van die algemene toenemende hoeveelheid wetenskaplike literatuur oor homoseksualiteit, is daar weinig kennis van die verklaringsproses en die impak daarvan op 'n adolessent. Hierdie studie poog om die ervaring van verklaring te ondersoek om die adolessent se stem te laat hoor en sodoende die kennisgaping te oorbrug. Verder poog die studie ook om insig en kennis aan professionele persone binne die gebied van die geestesgesondheid te bied, om hulle in staat te stel om adolessente kliënte met die verklaringsproses by te staan. Die navorsingsmetodologie wat vir die studie gebruik is, kan as kwalitatiewe navorsing binne 'n interpretiewe/konstruktiwistiese paradigma beskou word. Doelgerigte toetsing is ingespan om vyf manlike en vyf vroulike deelnemers vir die navorsingspoging te werf. Data is met behulp van semigestruktureerde onderhoude en reflektiewe notas ingesamel. Verder is inhoudsanalise gebruik om die data te ontleed. Die bevindings van die studie dui daarop dat die ontwikkeling van gay en lesbiese adolessente benewens die normatiewe uitdagings wat deur hulle sowel as heteroseksuele adolessente aangespreek moet word, ook deur unieke kwessies gekenmerk word. Hierdie navorsingstudie suggereer dat verskeie mylpale kenmerkend is van die ontwikkeling van lesbiese en gay identiteit en dat die bewerkstelliging daarvan ontwikkeling in ander areas kan stuit. Die manlike en vroulike deelnemers aan die studie het langs soortgelyke bane tot die verklaring van hul oriëntasie gekom en het die gewaarwording dat hulle tydens hul vroeë jeug reeds 'n gevoel dat hulle anders was konsekwent geïdentifiseer. Hierdie gevoel het tot 'n bewustheid van die aantrekking van dieselfde geslag ontwikkel en tot self-etikettering as gay of lesbies gelei. Die bevindings van die studie stel voor dat die verklaringsproses voortdurend en opdoemend van aard is. Die reaksies van ouers wissel vanaf uiterste verontwaardiging en verdrywing vanuit die tuiste tot ondersteuning en aanvaarding van die wete dat hul kind sy/haar homoseksuele oriëntasie verklaar het. Die bevindings laat blyk ook dat die ouers van die deelnemers aanvanklik gebrekkig voorbereid was en nie in staat was om hul kind tydens die verklaring te ondersteun nie. Die deelnemers het verskeie strategieë voorgestel vir die ondersteuning van 'n adolessent wat hom/haar op die punt van hierdie verklaring aan die gesin bevind. Die studie se bevindings het ook verskeie implikasies vir professionele persone wat binne die gebied van die geestesgesondheid met lesbiese, homoseksuele en biseksuele adolessente en jeugdiges te doen het.

De grandes enquêtes en milieu scolaire, au Québec comme ailleurs, ont documenté depuis les années 2000 la portée des violences homophobes, particulièrement à l’école secondaire, ainsi que leurs impacts négatifs sur les élèves qui en sont victimes, qu’ils s’identifient ou non comme lesbiennes, gais, bisexuel(le)s ou en questionnement (LGBQ). La diffusion des résultats de ces enquêtes, ainsi que les constats similaires d’acteurs sur le terrain, ont fait accroitre les appels à la vigilance des écoles quant aux discriminations homophobes pouvant prendre forme en leur enceinte. Plusieurs des responsabilités résultant de cette mobilisation ont échoué par défaut aux enseignants, notamment en raison de leur proximité avec leurs élèves. Cependant, malgré la panoplie de publications et de formations visant explicitement à les outiller à ce sujet, les enseignants rapportent de manière consistante manquer de formation, d’habiletés, de soutien et d’aise à l’idée d’intervenir contre l’homophobie ou de parler de diversité sexuelle en classe. Cette thèse de doctorat vise à comprendre les pratiques d’intervention et d’enseignement que rapportent avoir les enseignants de l’école secondaire québécoise, toutes orientations sexuelles confondues, par rapport à la diversité sexuelle et à l’homophobie. Dans une perspective interdisciplinaire, nous avons interrogé la sociologie de l’éducation, les études de genre (gender studies) et les études gaies et lesbiennes, ainsi qu’emprunté aux littératures sur les pratiques enseignantes et sur l’intervention sociale. Les données colligées consistent en des entrevues semi-structurées menées auprès de 22 enseignants du secondaire, validées auprès de 243 enseignants, par le biais d’un questionnaire en ligne. Étayés dans trois articles scientifiques, les résultats de notre recherche permettent de mieux saisir la nature des pratiques enseignantes liées à la diversité sexuelle, mais également les mécanismes par lesquels elles viennent ou non à être adoptées par les enseignants. Les témoignages des enseignants ont permis d’identifier que les enseignants sont globalement au fait des attentes dont ils font l’objet en termes d’intervention contre l’homophobie. Ceci dit, en ce qu’ils sont guidés dans leurs interventions par le concept limité d’homophobie, ils ne paraissent pas toujours à même de saisir les mécanismes parfois subtils par lesquels opèrent les discriminations sur la base de l’orientation sexuelle, mais aussi des expressions de genre atypiques. De même, si la plupart disent condamner vertement l’homophobie dont ils sont témoins, les enseignants peuvent néanmoins adopter malgré eux des pratiques contribuant à reconduire l’hétérosexisme et à alimenter les mêmes phénomènes d’infériorisation que ceux qu’ils cherchent à combattre. Sauf exception, les enseignants tendent à comprendre le genre et l’expression de genre davantage comme des déterminants de type essentialiste avec lesquels ils doivent composer que comme des normes scolaires et sociales sur lesquelles ils peuvent, comme enseignants, avoir une quelconque influence. Les stratégies de gestion identitaire des enseignants LGB influencent les pratiques qu’ils rapportent être en mesure d’adopter. Ceux qui optent pour la divulgation, totale ou partielle, de leur homosexualité ou bisexualité peuvent autant rapporter adopter des pratiques inclusives que choisir de se tenir à distance de telles pratiques, alors que ceux qui favorisent la dissimulation rapportent plutôt éviter autant que possible ces pratiques, de manière à se garder de faire face à des situations potentiellement délicates. Également, alors que les enseignants LGB étaient presque exclusivement vus jusqu’ici comme ceux chez qui et par qui se jouaient ces injonctions à la vie privée, les enseignants hétérosexuels estiment également être appelés à se positionner par rapport à leur orientation sexuelle lorsqu’ils mettent en œuvre de telles pratiques. Nos résultats révèlent un double standard dans l’évocation de la vie privée des enseignants. En effet, la divulgation d’une orientation hétérosexuelle, considérée comme normale, est vue comme conciliable avec la neutralité attendue des enseignants, alors qu’une révélation similaire par un enseignant LGB est comprise comme un geste politique qui n’a pas sa place dans une salle de classe, puisqu’elle se fait au prix du bris d’une présomption d’hétérosexualité. Nos résultats suggèrent qu’il existe de fortes prescriptions normatives relatives à la mise en genre et à la mise en orientation sexuelle à l’école. Les enseignants s’inscrivent malgré eux dans cet environnement hétéronormatif. Ils peuvent être amenés à y jouer un rôle important, que ce soit en contribuant à la reconduction de ces normes (par exemple, en taisant les informations relatives à la diversité sexuelle) ou en les contestant (par exemple, en expliquant que certains stéréotypes accolés à l’homosexualité relèvent d’aprioris non fondés). Les discours des enseignants suggèrent également qu’ils sont traversés par ces normes. Ils peuvent en effet choisir de se conformer aux attentes normatives dont ils font l’objet (par exemple, en affirmant leur hétérosexualité), ou encore d’y résister (par exemple, en divulguant leur homosexualité à leurs élèves, ou en évitant de conforter les attentes dont ils font l’objet) au risque d’être conséquemment pénalisés. Bien entendu, cette influence des normes de genre diffère d’un enseignant à l’autre, mais semble jouer autant sur les enseignants hétérosexuels que LGB. Les enseignants qui choisissent de contester, explicitement ou implicitement, certaines de ces normes dominantes rapportent chercher des appuis formels à leurs démarches. Dans ce contexte, une telle quête de légitimation (par exemple, la référence aux règlements contre l’homophobie, la mobilisation des similitudes entre l’homophobie et le racisme, ou encore le rapprochement de ces enseignements avec les apprentissages prescrits pour leur matière) est à comprendre comme un outillage à la contestation normative. La formation professionnelle des enseignants sur l’homophobie et sur la diversité sexuelle constitue un autre de ces outils. Alors que les enseignants québécois continuent d’être identifiés comme des acteurs clés dans la création et le maintien d’environnements scolaires non-discriminatoires et inclusifs aux réalités de la diversité sexuelle, il est impératif de les appuyer en multipliant les signes formels tangibles sur lesquelles leurs initiatives peuvent prendre appui (politiques explicites, curriculum scolaire inclusif de ces sujets, etc.). Nos résultats plaident en faveur d’une formation enseignante sur la diversité sexuelle, qui ferait partie du tronc commun de la formation initiale des maîtres. Chez les enseignants en exercice, il nous apparait préférable de miser sur une accessibilité accrue des formations et des outils disponibles. En réponse toutefois aux limites que pose à long terme une approche cumulative des formations spécifiques portant sur différents types d’oppressions (l’homophobie, le racisme, le sexisme, etc.), nous argumentons en faveur d’un modèle d’éducation anti-oppressive au sein duquel les élèves seraient invités à considérer, non seulement la multiplicité et le caractère situé des divers types d’oppressions, mais également les mécanismes d’attribution de privilège, de constitution de la normalité et de la marginalité, et de présentation de ces arbitraires culturels comme des ordres naturels. / In Québec and elsewhere, school climate surveys have documented since 2000 the prevalence of homophobic violence, especially in high schools, and its negative impacts of its victims— whether or not they identify as lesbian, gay, bisexual or questioning (LGBQ). The dissemination of subsequent data, as well as similar observations made by various actors on the field, have resulted in calls for schools to be vigilant towards homophobic discriminations that could take place onto their premises. Many of these responsibilities have fallen onto the shoulders of teachers, partly because of their close proximity to students. However, despite the sheer number of sexual diversity awareness-building training sessions and publications available to them, teachers consistently report lacking the training, the abilities, the support, and the comfort needed to intervene against homophobia or to refer to sexual diversity in class. This doctoral thesis aims at understanding the pedagogical and intervention practices relative to homophobia and sexual diversity that Québec high school teachers of different sexual orientations report putting forth. Borrowing from sociology of education, gender studies, as well as gay and lesbian studies, we adopted an interdisciplinary lens that also incorporated literature on teaching practices and social intervention. Semi-structured interviews were conducted with 22 high school teachers, and these findings were validated through an online questionnaire filled out by 243 teachers. Results detailed in three scientific papers allow a better understanding of teaching practices relating to sexual diversity, but also of the various mechanisms through which they come to be adopted or not by teachers. Teachers seem globally aware of the expectations that surround them in terms of intervening against homophobia. However, since their interventions appear to be guided by the limiting concept of homophobia, they can be unaware of the subtle mechanisms through which discriminations based on sexual orientation, but also atypical gender expressions, can operate. Furthermore, although most teachers claim condemning homophobia, they can nevertheless implement practices that can perpetuate heterosexism and feed into the very symbolic violence they try to put an end to. Aside from rare cases, teachers appear to understand gender and gender expression as essentialist and determinant factors they must learn to work with, rather than social norms they can come to influence as teachers. Identity management strategies advocated by LGB teachers influence the practices they report being capable of, or at ease of, implementing. Teachers opting for total or partial disclosure of their LGB identity can either choose to adopt inclusive practices or to keep at a safe distance from such initiatives. Those who choose to hide their sexual orientation can also consider that implementing practices that are inclusive of sexual diversity is not a viable option for them. Although LGB teachers have long been seen as the ones constrained by these injunctions regarding private life, heterosexual teachers declare having to explicitly state their sexual orientation when they undertake such practices. Our results suggest that teachers are held to different standards with regards to their personal lives. While heterosexual teachers do not hesitate to refer to their heterosexual status, perceived as normal sexual, LGB teachers must assess the most discreet allusion to their home life, in as much as the neutrality supposedly threatened by openly homosexual teachers constitutes a normative and heterosexist status quo. There appears to be strong normative prescriptions relative to gender and sexual orientation in schools. Teachers operate in this heteronormative environment and can come to play an important role in the propagation (for ex., by silencing informations regarding sexual diversity) or the contestation of these norms (for ex., by explaining to students that some of their opinions on LGB people are informed by stereotypes and therefore not empirically valid). The discourses of teachers suggest they themselves are influenced by these norms. They can decide to conform to the normative expectations that target them as teachers (for ex., by asserting their heterosexuality) or choose to resist to them (for ex., by coming out as non-heterosexuals to their students, or by avoiding to explicitly reinforce the expectations that target them) at the risk of being consequently penalized. This influence of gender norms varies from one teacher to another, but seems to be at play for both heterosexual and LGB teachers. The teachers who choose to contest, either explicitly or implicitly, some of these norms report looking for formal signs supporting their initiatives. In this context, their quest of legitimization (whether it is referring to policies against homophobia, calling to mind the similarities between homophobia and racism, or mobilizing the subject in relation to the contents that are prescribed by school authorities) should be understood as a quest for tools to support their normative contestation. Teacher training on homophobia and sexual diversity is another of these tools. As Québec teachers continue to be identified as key actors in the creation and preservation of school environment that are non-discriminatory and inclusive to sexual diversity, it is imperative that they be able to lean on tangible formal signs supporting their actions (ie. explicit policies against homophobia and heterosexism, curriculum that is inclusive of these topics). Our results call for mandatory training sessions on homophobia and sexual diversity for pre-service teachers. In-service teachers would benefit from an improved accessibility of available tools and training rather than mandatory training sessions. Considering the long-term limits that are inherent to a cumulative approach to teaching training – suggesting teachers ought to receive specific trainings on each type of oppression (homophobia, racism, sexism, etc.), we argue for an model based on anti-oppressive education. In this model, students would be taught to consider that knowledge is always situated and that various types of oppressions can operate at once. They would also learn about the social mechanisms through which various groups come to be privileged, normalised or marginalised.

Ce mémoire s'intéresse aux rôles des groupes communautaires LGBT et à leur influence sur le processus de formulation de la Politique québécoise de lutte contre l'homophobie. Il analyse les dynamiques entre les groupes représentant les intérêts des minorités sexuelles et de genres et le Gouvernement du Québec, pendant la période 2000-2011. Notre recherche mobilise un cadre théorique basé sur la théorie de la mobilisation des ressources, ainsi qu'une approche qui combine les outils de l'approche corporatiste et de l'approche pluraliste. Sur la base d'une analyse documentaire et de 6 entrevues menées avec des leaders communautaires LGBT et un.e fonctionnaire du Ministère de la justice, l'analyse révèle comment la question de l'homophobie au Québec a contribué à la création d'une relation corporatiste entre l'État et certains des groupes les mieux dotés en ressources. Elle offre également un regard nouveau sur les relations entre les groupes communautaires et les stratégies d'influences employées en fonction de leurs ressources / This masters thesis is about the roles of LGBT community groups and their influence on the creation of the Politique québécoise de lutte contre l'homophobie (Quebec's national policy against homophobia.) It analyses the dynamics between the groups representing the interests of sexual and gender minorities and the Quebec government, from 2000 to 2011. Our research uses a theoretical framework based on resource mobilization theory as well as an approach that combines the tools of the corporatist and pluralist approaches. On the basis of a documentary analysis and 6 interviews held with LGBT community leaders as well as official from the Ministry of Justice, the analysis reveals how the issue of homophobia in Quebec contributed to the creation of a corporatist relationship between the State and some of the groups controlling the most resources. It also offers a new perspective on the relations between community groups and the strategies they employ, as a function of their resources, to influence the State.

Research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfillment of the requirements for the degree of Master of Arts in Political Studies. March 2015 / This paper examines race and class schisms among South African LGBTI persons using the lens of hate crimes legislation. While much praise is given to South Africa’s constitutional framework which provides for non-discrimination on the grounds of sexual orientation, LGBTI persons still face unacceptably high levels of violence and victimisation. An ongoing trend of violent murders of black lesbian women in particular has mobilised advocacy by LGBTI organisations and other civil society actors to call for hate crimes legislation. This paper takes a critical look at hate crimes legislation and the potential problems of its application in a society with gross inequality and power discrepancies. This critique has as its foundation an acknowledgement that action needs to be taken to address the scourge of violence, while at the same time understanding the intersectionality of oppression and the uneven results achieved by liberal legal reform.

Many of us have grown up hearing or using words meant as insults or negative adjectives that were in fact names for social groups. Most of them have gone unquestioned in the mainstream consciousness, but the term Gay in the generally negative meaning has in the past years been given attention as offensive and homophobic, with debates emerging in response over whether or not this is true, particularly on the internet. It is the articles and forum threads from these debates that make out the empirical material for a qualitative study as I ask what these people’s thoughts are about this term and how it is perceived. After a qualitative coding and analysis of these texts, and interpretation of the results based on Erving Goffman’s theory of Phantom acceptance and stigma terms, Judith Butler’s theory of performativity, Ferdinand de Sassure’s theory of signifier and signified and how it connects to the community and Baudrillards theory of simulacra, this is the principal conclusion that I have drawn: For some of the people in this debate, the term Gay and its use is about homophobia and heterosexism, though mostly it’s not overt but a subconscious part of the continued dehumanization and stigmatization of homo- and bisexual people. This is a position I call The socially focused skepticism. Others distance themselves from this idea, talking about language development, the lack of inherent meaning of words and freedom of expression. Using Baudrillard for guidance, I interpret this as having a different, more abstract view of language than those who connect the term to heterosexism, and with this focus on language I name this position The language centered defense. Yet another group frame their reasoning about the term in compromise, preferring to limit their use of it to certain contexts rather than disposing the habit entirely or risk causing offense. To these people, whether or not the word is homophobic is less relevant to the discussion than showing respect for how it can be perceived, which gives their position the name The compromising position.

This study introduces narcissistic entitlement as a correlate of homonegative attitudes and behaviors and examines the relative strength of relations along with established correlates of right-wing authoritarianism (RWA), social dominance orientation (SDO), conformity with masculine norms, and intrinsic religious orientation. It also tests the role of negative attitudes towards lesbian women and gay men (ATLG) in mediating the relationship between the predictor variables and gay- and lesbian-rejecting and affirming behaviors. Implications for what these findings may offer psychologists are discussed, as are ways findings may inform the political process. Earlier studies support the link between entitlement and homonegativity (Exline, et al., 2004). Narcissism was positively related to dominance, neuroticism, social anxiety, and more aggressive/sadistic and rebellious/distrustful interpersonal styles (Emmons, 1984). Entitled narcissists are quick to take offense (McCullough, et al., 2003), externalize blame (Campbell, et al., 2000), and derogate or attack those who provide ego-threatening feedback or social rejection (Bushman, et al., 2003; Konrath, et al., 2006). Entitlement increases the risk of the narcissist becoming prone to hostile and reactive aggression and extreme violence, even without an ego-threat (Bushman, et al., 2003; Reidy, et al., 2008). Participants were recruited through the Department of Educational Psychology subject pool and data was collected by online survey. Given the focus on heterosexual men's attitudes toward lesbian women and gay men, participants were excluded from analysis if they identified as female, bisexual, or homosexual. Results indicated that entitlement, RWA, and intrinsic religiosity, but not conformity to masculine norms or SDO, were related uniquely to ATLG. ATLG was also related uniquely with measures of behavior, positively to gay- and lesbian-rejecting behaviors, and negatively with gay- and lesbian-affirming behaviors. ATLG was found to significantly mediate the links of entitlement and RWA with lesbian- and gay-rejecting behaviors. Results also indicated that the indirect link of intrinsic religious orientation with lesbian- and gay-rejecting behaviors was significant. Additionally, ATLG significantly mediated the links of entitlement with lesbian- and gay-affirming behaviors. Such an examination advances research and practice by identifying unique correlates of homonegative attitudes and the mechanisms through which they are related to lesbian- and gay-rejecting and -affirming behaviors. / text

Die Arbeit setzt sich mit Abwertungsmechanismen und Ressentiments auseinander. Es wird ausgeführt, was unter Vorurteilen zu verstehen ist und welche sozialpsychologischen Prozesse damit einhergehen. Weiterhin wurden exemplarisch zehn verschiedene Vorurteilsformen vorgestellt sowie das Konzept Gruppenbezogene Menschenfeindlichkeit erläutert, wonach der Kern einer ‘Ideologie der Ungleichwertigkeit‘ als allgemeine Charakteristika ursächlich hinter allen Ressentiments steht. Ein starker Fokus wurde in dieser Arbeit auf eine Erforschung möglicher Ursachen von Vorurteilen gelegt. Neben einer Reihe von Theorien über den Einfluss soziodemographischer Charakteristika, wurden die Konzepte der Relativen Deprivation, des Autoritarismus und der Anomia ausführlich behandelt. Die empirischen Auswertungen belegen, dass Autoritarismus als zentrale erklärende Variable für das Vertreten von Vorurteilen zu verstehen ist. Zusammenfassend kann ausgeführt werden, dass Menschen mit geringem Bildungsgrad und Personen, die in Ostdeutschland leben, besonders stark dazu neigen autoritäre Einstellungen zu vertreten, was nahezu deterministisch mit der Abwertung von schwachen Gruppen einhergeht.

Thesis (Ph. D.)--Kent State University, 2004. / Title from PDF title page (viewed on Apr. 27, 2006). Includes bibliographical references (p. 175-209).