Many athletes experience homophobia in sport environments and lgbtq is a rather invisibletopic in organized sport. The purpose with the study was to investigate coaches’ perspective ondiscrimination and heteronormativity in youth sport. Another purpose was to examine howcoaches perceived their own awareness about lgbtq. The result is based on seven semistructuredinterviews with coaches from four different sports and five different sport clubs. Firstof all, results showed that the role as a coach involved two main tasks. These were, education inthe specific sport and social education. The result also showed that discrimination based onsexual orientation, gender identity and gender expression was said to be unusual from thecoaches’ perspective. One coach experienced that discrimination had occurred to one of theplayers in his team. The coach from the opposing team argued that the player in the girls’ teamwas actually a boy, because of the person’s appearance and skills in floorball. Coachesexperienced that their own awareness about lgbtq could improve and those with sometheoretical knowledge about heteronormativity hadn’t implemented that in the role as a coach.Regarding lgbtq, the result from the interviews also showed that coaches’ awareness wasinadequate in some aspects, which affected how situations were handled. For example ifnegative language about lgbtq occurred it was many times seen as harmless and didn’t result inconsequences from coaches. Negative languages about lgbtq were more or less normalized in allof the boy’s teams. At the same time lgbtq was not a subject that had been brought up in thetraining groups, between coaches, in the sport clubs or in coaches’ education. One possibleconclusion to the ”invisibility” of lgbtq in the sport environments may be highly connected to alack of awareness. For instance, problems in this context were principally connected to anindividual who was discriminated against or treated badly.

This thesis investigates the experiences and strategies of queer migrants seeking asylum in Sweden due to sexuality and/or gender identity. By conducting ethnographic fieldwork and biographical interviews within the RFSL Newcomers support network, the thesis analyses how queer migrants navigate the Swedish asylum apparatus. Building on recent research in queer migration studies, it explores how power relations related to class, gender and race affect queer migrants’ strategies. Applying Bruno Latour’s Actor-Network theory, the thesis furthermore analyses the queer migrants in an actor network together with RFSL Newcomers and the asylum apparatus as independent actors. This thesis additionally aims to contribute to the sociological debate on categorization and construction of identity using Ian Hacking’s concept of the looping effect. Lack of social capital, of not having the right networks, gendered possibilities of visibility and speaking about sexuality can establish obstacles for queer migrants in the credibility assessment and the success of the asylum claim. The asymmetric power relation forces queer migrants into conflicting strategies. Forced visibility and hyper hiding are strategies that are specifically produced in relation to the asylum apparatus creating gendered risk and precarious living conditions. This thesis concludes that queer migrants and the RFSL Newcomers network, in their asylum activism both challenge the asylum apparatus and Western narratives of LGBTQ identity. Nevertheless, RFSL and the queer migrants become complicit in the production of official essentialistic LGBTQ identities when navigating the asylum apparatus. By exploring the Swedish context of LGBTQ asylum and categorization of LGBTQ identity in the asylum process, this thesis contributes to the somewhat undertheorized field of queer migration in Swedish academia.

Lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals belong to one of the most discriminated groups in Canada and abroad. Using minority stress theory, researchers have found that such a climate of homophobia and transphobia has been associated with negative mental health outcomes among LGBTQ individuals. However, despite the presence of campaigns such as the “It Gets Better Project”, few academics have explored whether it does “get better” for LGBTQ people who have experienced anti-LGBTQ prejudice in their youth; and further, few academics have explored whether such individuals who have experienced prejudice can flourish in terms of their positive mental health. Positive mental health explores how individuals can be resilient and thrive within society; it looks at positive feelings people have about themselves, others and society. However, it does not mean an absence of negative mental health outcomes, in that individuals with depression, for example, can also flourish in respect to their positive mental health. The purpose of the current thesis is to extend minority stress theory in order to consider the long-term relationship between childhood bullying and positive mental health among LGBTQ adults. Using a hierarchical ordinary least squares regression model and a sample of LGBTQ education professionals, the current study found that there was a negative long-term relationship between childhood bullying and positive mental health among LGBTQ individuals. Further, disclosing one’s LGBTQ identity, and measures of LGBTQ-inclusion and support were all associated with flourishing levels of positive mental health, although they did not fully mitigate the effects of childhood bullying. The implications of the results were discussed in relation to future practices to reduce homophobia and transphobia within society, and in turn, reduce minority stress and maintain a flourishing state of positive mental health among all LGBTQ members. / October 2016

<p>The need for home health care is a growing need in the United States due to the shift of the &ldquo;baby-boomers&rdquo; into the post retirement years. However, there is a growing niche market within this aging population: the lesbian, gay, bisexual and transgendered (LGBT) elders who have lived their adult lives &ldquo;out of the closet&rdquo; and who are facing difficulty receiving care which is compassionate and culturally sensitive at the same time. The mission of Hand-In-Hand Home Health Care is to provide exceptional home health care with a team of professionals that provide patient-centered care which is culturally sensitive and compassionate, achieved with employee training developed by SAGE (Services &amp; Advocacy for GLBT Elders). Hand-In-Hand Home Health Care will achieve economic viability within the first year through optimal cash flow management with Axxess client software and the initial capital assistance with a 7a Small Business Loan. </p>

The prevalence of rainbow flags and rainbow shelves, shelves with LGBTQ literature, makes one wonder if it is a sign of a seemingly ubiquitus LGBTQ-knowledge among librarians at public libraries. My thesis is a theme-based analysis using knowledge management as theory with the aim to capture how libraries mangage their LGBTQ-knowledge and why they do it in these certain ways. After categorizing the data according to the SECI-model I found that a certain way of managing knowledge is used in excess by the librarians I interviewed. The SECI-model describes it as ´socialisation´ which means to use tacit knowledge and creating new tacit knowledge. In my analysis of why that is the case it becomes apparent that the managing of LGBTQ-knowledge is a responsibility taken by individual librarians with interest in the LGBTQ-question. With what seems to be insufficient support by the management it is up to the individuals to manage LGBTQ-knowledge through ´socialization´ which is a fast and effective way of transferring knowledge.

abstract: LGBTQ research in music education has become more available and accepted in the past ten years. LGBTQ studies in music education have focused on how gay and lesbian music educators negotiate their identities, the role of music education in the lives of transgender students, and the inclusion of LGBTQ issues in music teacher education programs. Studies have been limited to a singular content experience, such as gay vocal music educators or lesbian band directors. Additionally, studies have not explored multiple generations of LGBTQ music educators. The purpose of this study was to explore the lives as lived of six K-12 music teachers. Six individuals, from various career points, various generations, and various career paths shared their stories with me. To guide my analysis, I considered the following questions: • How do lesbian and gay music educators describe their sexual identity and professional identity? • How do gay and lesbian music educators negotiate the tensions between these identities? • What internal and external factors influence these negotiations? • What are the similarities and differences among the participants of different generations? Two large emerged from the analysis that provided a better understanding of the participants’ lives: finding sexual identity and finding professional identity. Within those themes, smaller sub-themes helped to better understand how the participants came to understand their sexuality and professional identity. External factors such as social and family support, religion, and cultural and generational movements influenced the ways in which the participants came to understand their sexual identity. Participants desired to be seen first as a competent music teacher, but also understood that they could have an impact on a student as a gay or lesbian role model or mentor. Sexual identity and professional identity did not function as separate constructs; rather they were interwoven throughout these lesbian and gay music educator’s self-identities. In order to connect the reader with the participants, I engaged in a creative non-fiction writing process to (re)tell participant’s stories. Each story is unique and crafted in a way that the participant’s voice is privileged over my own. The stories come from the conversations and journal entries that the participants shared with me. The purpose of the stories is to provide the reader with a contextual understanding of each participant’s life, and to offer some considerations for ways in which we can engage with and support our lesbian and gay music educator colleagues. This paper does not end with a tidy conclusion, but rather more questions and provocations that will continue the conversations. I hope this document will encourage thoughtful and critical conversations in the music education profession to help us move us forward to a place that is more empathetic, socially-just, and equitable. / Dissertation/Thesis / Doctoral Dissertation Music Education 2018

Over the past 30 years, lesbian, gay, bisexual, transgender, and queer (LGBTQ) groups have called for children’s books to include LGBTQ characters and themes to help children understand our multifaceted social world. Few LGBTQ characters have appeared in children’s literature. This qualitative study analyzes the text and images of 29 children’s books published between 1972 and 2013 that have any LGBTQ characters. Books featuring lesbian and gay characters often presented them as conforming to heteronormative standards to find fulfillment. The majority of books with gender-deviant characters focused on boys harassed by other characters for their conventionally feminine behaviors. Surprisingly few books in this inclusive sample depicted any non-white characters. This study concludes by offering recommendations for how authors of children’s books could approach this genre without reinforcing other long-standing inequalities tied to gender, race, class, and sexuality.

LGBTQ individuals may be at risk for suicidal behavior due to perceived stigma and psychopathology. However, protective factors, such as community connectedness, may reduce risk. We examined depression and anxiety as mediators of the linkage between perceived stigma and suicidal behavior, and the moderating role of LGBTQ community connectedness. Among our sample of LGBTQ persons (N = 496), psychopathology mediated the association between perceived stigma and suicidal behavior. Connectedness moderated the relation between perceived stigma and depression, and between perceived stigma and suicidal behavior in the anxiety model. Therapeutically addressing stigma and promoting LGBTQ community connectedness may reduce risk for suicidal behavior.

Scholars have utilized the Minority Stress Model to explore external and internal stressors, coping mechanisms, social support and mental health outcomes for sexually marginalized populations. However, scarce studies examine Latinx sexually marginalized experiences and associations within the model. Thus, the goal of this study was to integrate sexually marginalized Latinx experiences in the Minority Stress Model. The theoretical frameworks utilized were Minority Stress Theory, Intersectionality and Experiential Theory rooted in the Couple and Family Therapy field. First, an explanation of the Minority Stress Model, influences of prominent Latinx cultural factors (i.e., tradition, familism, gender, and acculturation) in model processes, and a proposed Latinx Minority Stress Model is provided. Further, clinical implications are discussed through intersectional multicultural competency and Experiential Theory techniques. Second, a quantitative study with a sample comprised of 76 Latinx lesbian women in romantic relationships will be discussed. Regression analysis indicated that participants with family closeness and positive romantic relationship quality reported lower internalized heterosexism (i.e., internal stress). Additionally, higher internalized heterosexism outcomes predicted higher reports of anxiety and depression. Positive relationship quality perception also statistically mediated internalized heterosexist thoughts and depression. Implications for clinical work are discussed using Experiential Theory. Finally, research and clinical implications are examined through an integration of the proposed Latinx Minority Stress Model and quantitative analysis results. Limitations and future directions are discussed.

Lesbian, gay, bisexual, transgender, and queer (LGBTQ) students are at-risk for high rates of bullying and harassment in the school setting. School counselors are uniquely positioned to provide support to LGBTQ youth and work alongside building principals to create safe and welcoming school environments. To build on existing literature, this researcher set out to examine how demographic factors and the school counselor-principal relationship influenced school counselor advocacy for LGBTQ youth. By examining these factors, school counselors are better informed about the roadblocks or barriers that might influence their advocacy efforts. In addition, this information helps counselor educators to better prepare school counselors as advocates and change agents. An anonymous survey with questions about demographics, attitudes, knowledge, and advocacy activity was completed by 169 practicing school counselors in the United States. Results revealed that sexual orientation of the counselor, the state in which the counselor works, the community setting, state and local policies influence a school counselor’s advocacy activity. Additionally, the number of years school counselors and building principals work together and the perceived collaborative working relationship are predictors of school counselor advocacy activity. Using a systems perspective can help school counselors identify how to advocate for LGBTQ students at the individual level, at the school, district, and community level, to the public arena.