College is a significant stage that heavily contributes to who and what citizens become after degree attainment. During career development, college students’ interests develop through taking part in coursework and employment based occupational exploration. It has been speculated that because sexual identity development and vocational identity development are active during the same phase of life, these processes might exert influence on each other (Chen, Stacuzzi, Ruckdeschel, 2004; Fassinger, 1996; Morrow, 1997). With the changing socioeconomic climate over the past decade, individuals of varying sexual orientation identities have found it necessary or desirable to be more open regarding their identity in their career. Currently, a lack of research exists that examines LGBQ+ students’ career development (Datti, 2009; Degges-White & Shoffner, 2002; Chung, 1995; Morrow, 1997; Schneider & Dimito, 2010). The purpose of this research study was to examine the career development of LGBQ+ students. Through a qualitative, phenomenological approach utilizing nine participants, the researcher examined how a LGBQ+ sexual orientation impacts a student’s career development. Four themes emerged from the study: the participant coming out process, awareness of intersectionality of identities, navigating their career as an LGBQ+ individual, identifying potential employers, and the role of career counselors. Recommendations are shared to further support LGBQ+ individuals in their career development. As a result of this study, leaders in post-secondary education as well as policymakers are able to gain insight into the career development of this population.

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For many individuals, the college environment provides the context in which one develops sexual identity. To understand students’ sexual identity development, many theories exist including theories on heterosexuality, queer sexual identities, and those broadly covering all sexual identities. One commonality across these theories is the assumption that all people experience sexual attraction. For students who identify with the spectrum of asexual identities, existing theories do not account for their experiences. Moreover, in hyper-sexualized college environments entrenched in hookup culture, asexual students experience harassment and erasure. The purpose of this study is to develop a theory of asexual college students’ identity development considering the context of their collegiate environment. Having a theory of asexual students’ identity development will allow students to see their experiences represented in theory, provide a framework for student affairs professionals to develop services and resources to support asexual students, and provide theoretical contributions for further research about asexuality. This study uses qualitative inquiry to learn from participants’ stories and experiences by employing constructivist grounded theory methods. Study participants include undergraduate and graduate students who self-identify within the spectrum of asexual identities. The study acknowledges students’ multiple identities including race, gender, ability status, and romantic attraction to create a theory where diverse individuals are depicted. Two questions guide this study: 1) What is the process of asexual college student identity development? and 2) How does the college context influence asexual college students’ identity development?

Youth violence has garnered the attention of researchers and policy makers alike, because of the unique risk factors associated with victimization and the poor physical, mental, and educational outcomes that stem from such experiences. In particular, sexual minority youth--those who identify as gay, lesbian, or bisexual or who have sexual contact with persons of the same or both sexes (CDC, 2016)--are among those most at risk for victimization. Research that highlights and addresses these issues is crucial. This study utilizes the 2013 Youth Risk Behavior Surveillance System (YRBSS) data in order to investigate different forms of victimization and their consequences in lesbian, gay, bisexual and questioning (LGBQ) youth. Drawing from a sample of 12,642 9th-12th grade youth, this study investigates the prevalence of bullying, homophobic bullying, dating violence and sexual assault, as well their effects on school avoidance, poor mental health, and substance use outcomes. Results reveal that differences do, in fact, exist between sexual minority and heterosexual youth, where LGBQ youth experience higher rates of every type of victimization, and are more likely to report school avoidance, depression, suicidality, and substance use. Furthermore, this study also investigates the intersections of sexual orientation and gender, and finds that females who identify as lesbian, gay, bisexual, or questioning are most at risk for every type of victimization. Findings highlight the need for recognition of the importance of sexual orientation and gender in youth victimization, and the need for policy that explicitly outlines protections for sexual minority youth within the school environment, as well as services extended to victims of IPV. / Ph. D.

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Research examining the psychotherapy outcomes of sexual minority clients seen in routine clinical care is lacking. No studies could be identified in which sexual minority client outcomes were examined with a standardized measure. The pre-treatment mental health functioning of 600 sexual minority clients was compared with that of a randomly selected group matched to the minority group on male/female ratio. The post-treatment mental health functioning of 596 sexual minority clients was also examined and compared to a control group matched on female/male ratio, initial levels of mental health functioning, age, and marital status. Results indicated that sexual minority clients who reported experiencing distress regarding their sexual identity/orientation at intake evidenced significantly higher levels of psychological distress than the randomly selected group pre-treatment. No significant differences between sexual minority and control clients in overall mental health functioning was found post-treatment and sexual minorities in the sample evidenced treatment gains that were similar to control group clients when initial levels of functioning were matched. Sexual minority females reported experiencing more frequent suicidal thoughts pre- and post-treatment. Implications for psychotherapy in routine clinical care are discussed and recommendations for future research are offered.

Most schools are not safe environments for lesbian, gay, and bisexual students or for individuals who are questioning their sexual orientation. Harassment and victimization of lesbian, gay, bisexual, and questioning (LGBQ) students is pervasive. The harassment and victimization result in these students having higher rates of absenteeism and lower academic achievements than their peers. To date, most research has focused on primarily high school lesbian, gay, and bisexual students. Very few studies have included students questioning their sexual orientation. This quantitative descriptive study utilized an anonymous survey to gather information about middle school LGBQ students’ experiences with harassment. The study included 208 middle school students. The results were compiled into three groups (lesbian/gay/bisexual, questioning, and straight) and compared. Findings indicated that LGBQ students experience significantly more harassment than straight students and questioning students are more likely to experience victimization that lesbian, gay, bisexual, and straight students. The findings support the need for middle school administrators and staff members to take steps to create more inclusive school climates for LGBQ students.

Decades of research have documented pervasive physical and mental health disparities among individuals holding a marginalized identity, including those who identify as lesbian, gay, bisexual, or queer (LGBQ). Heterosexism in the forms of harassment, rejection, and discrimination likely increases minority stress, which is theorized to contribute to documented health disparities. One group that may be particularly vulnerable to effects of heterosexist discrimination, harassment, and rejection is LGBQ college students, especially those who identify as first-generation and were raised in rural environments. The current study aimed to evaluate relationships between LGBQ discrimination, depression, and physical health outcomes at the bivariate level, as well as in mediation and moderated-mediation models. The current sample of LGBQ college students was drawn from an anonymous online survey focused on college student health behaviors. This sample endorsed high somatic symptom burden and levels of clinical depression. Results revealed statistically significant relationships between depression and physical health outcomes; however, heterosexist discrimination was not correlated with any study variable. Furthermore, depression was identified as a statistically significant mediator of the relationship between discrimination and somatic symptom burden, but not depression and self-rated health. First-generation status and rural upbringing were not statistically significant moderators of the mediation models. Results provide support for the health disparities experienced by LGBQ college students, however the mechanisms explaining the link between discrimination and poor physical health outcomes are still unclear for this population. Future research may evaluate other contextual factors that are more likely to influence college students’ daily lives (e.g., campus climate, support systems) as it relates to the minority stress model.

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Due to their influential roles in the lives of their players, understanding coaches' attitudes and perceptions toward LGBQ+ student-athletes is essential for assessing how safe collegiate sport environments are for LGBQ+ athletes. However, the research in this area has been limited. The present study aims to address this gap by investigating coaches' perceptions of LGBQ+ athletes to inform policy and education for promoting inclusive sport environments for these athletes. Participants were 1,533 collegiate coaches (Mage = 39.65 years; women = 41.3%; White = 83.7%; non-Hispanic = 86.4%; heterosexual = 74.9%) drawn from all three NCAA Divisions. In an open-ended, text response question, coaches were asked to identify the extent to which they would support and accept athletes on their teams being open about their sexual orientation and/or gender identity, and to describe the reasoning for their beliefs. Through reflexive thematic analysis, six higher order themes capturing coaches' rationales were identified: (a) levels of acceptance, (b) i coach, therefore i am…, (c) supportive environments are essential, (d) as a queer coach…, (e) limiting queerness, and (f) sexual orientation does not provide a competitive advantage. Analyses illuminate avenues for LGBQ+ athlete inclusion policies and training for coaches.