Many scholars have argued that existing conceptualizations of trauma such as the Diagnostic and Statistical Manual of Mental Disorders (5th Ed.; DSM-5) conceptualization are inapplicable for individuals of marginalized communities. Individuals of marginalized communities may experience historical trauma, racial trauma, identity-related trauma, or collective trauma. Moreover, the effects of these forms of trauma may persist throughout different generations via biological transmission (e.g., epigenetics) or via interpersonal transmission (e.g., emotion socialization, cultural socialization, attachment, communication styles, behavioral socialization). The generational effects of these forms of trauma are referred to as intergenerational trauma. There has been a paucity of empirical explorations of intergenerational trauma, especially among those with multiple marginalized identities (e.g., LGBTQ+ BIPOC individuals). This study explored experiences of intergenerational trauma and healing among 10 LGBTQ+ BIPOC individuals through semi-structured interviews. Their responses were analyzed using constructivist grounded theory methodology and the Intergenerational Trauma Experiences and Healing (ITEH) model was generated to describe the social processes involved in the participants’ experiences of intergenerational trauma. The ITEH model involves several social processes including: (a) experiencing multifaceted forms of intergenerational trauma, (b) carrying intergenerational trauma’s impacts on the self, (c) seeing intergenerational trauma’s impact on others/generations, and (d) healing from intergenerational trauma. Research, clinical, and advocacy implications of the ITEH model are discussed. Keywords: trauma, intergenerational, resilience, healing, QTBIPOC

Queer youth enactments of agency, resistance, and worldmaking have been under researched in rhetorical studies. Investigating how queer world making for youth takes place at a space entitled Camp Half-Blood, a live action role playing (LARP) fantasy camp for ages 8-18, this study contends that queer youth at Camp Half-Blood utilize Burke's equipment for living, disidentifications, queer relationality, and queer hope as embodiments that create queer lifeworlds and mobilize queer campers toward queer livable futures. By interviewing campers on their perspectives of being queer at camp and the impact LARPing had on the creation of queer youth identity, as well as the ways LARPing and camp affected queer youth camper envisioning of the future, this research maintains that queer youth have the potential to utilize LARPing in radical ways to revise (cis)heteronormative and hegemonic understandings of their social standings in the world. Camp Half-Blood also offers an opportunity to bring research on queer youth in fandoms from online spaces to offline spaces and extends research on youth agency and youth queer world making.

Meat: three short stories & five novel chapters / 2999-01-01T00:00:00Z

Despite significant progress in the acceptance and celebration of LGBTQ+ individuals, there is overwhelming evidence that sexual minorities still face disproportionate levels of health inequity compared to their heterosexual peers. Relative to their heterosexual peers, LGBTQ+ emerging adults may encounter unique challenges with discrimination, stigma, and limited social support as they navigate changes in their educational and occupational environments. Additionally, within the broader public health and LGBTQ+ mental health literature, little is known about the mental health service utilization of sexual minority emerging adults. To address these empirical gaps, a sample of 98 LGBTQ+ emerging adults completed self-report measures of heterosexist discrimination experiences, mental health symptoms, LGBTQ+ positive identity, LGBTQ+ community connectedness, and mental health service utilization. The present study found that LGBTQ+ positive identity and LGBTQ+ community connectedness did not attenuate the significant positive relationship between discrimination and negative mental health outcomes. The present study also found that LGBTQ+ positive identity predicted greater likelihood of mental health service utilization, whereas LGBTQ+ community connectedness did not. Finally, exploratory qualitative analyses yielded deeper understanding of relationships between LGBTQ+ positive identity, LGBTQ+ community connectedness, mental health service utilization, and resilience among sexual minority emerging adults. Implications and future directions for empirical research and clinical practice with LGBTQ+ emerging adults are discussed.

abstract: This exploratory quantitative study examined the risks and needs expressed by gender/sexual minority emerging adults in Phoenix, Arizona. Differences in experiences and perceived service needs between gender minorities and cisgender sexual minority emerging adults were also identified. Respondents (N=102) completed a 78-item questionnaire in March and April of 2015. Individuals reported high rates of risk factors and physical needs, with those individuals who were both gender and ethnic minorities more likely to report having a perceived service need than their cisgender white counterparts. In addition, the study found significant positive correlations between housing factors (i.e., having experienced homelessness, ever/currently being in foster care, not having a safe/stable living situation) and other risk factors and needs. Risk factors were also correlated with wishing for a different gender identity or sexual orientation. With the majority of the respondents reporting a service need, implications include the need for culturally competent and accessible services, as well as services that continue to build on the protective factors of having an accepting family, friend group, and a sense of belonging to a community. / Dissertation/Thesis / Masters Thesis Social Work 2016

abstract: This study utilizes semiotic phenomenology as a method of inquiry to describe the lived experiences of Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ) gamers (gaymers). I begin by discussing my issues with the current gaming literature, arguing that the gamer community is a space that privileges cis, heterosexual, and hypermasculine men while oppressing those who may not fit this mold. I discuss the shortcomings of the current literature that attempts to critically look at race and gaming, noting that race in the gaming community is still portrayed as secondary. I focus special attention to how this space allows for more inclusion than the larger gamer and LGBTQ communities while also critiquing those whom this space privileges. Through interviews of members of the local gaymer organization, the Phoenix Gaymers, I discuss ways in which the gaymer community is more inclusive and conscious of others but still follows forms of what I describe to be gaymer privilege. I focus on gaymer privilege within the intersections of race, gender, and sexuality, where I argue from the phenomenological descriptions, reductions, and interpretations that there are still overt issues of sexism and transphobia as well as implicit issues of white privilege. While I describe the issues that are found within the Phoenix Gaymers, I also attempt to provide suggestions for change within the organization as well as in academic scholarship to create more awareness and inclusion for female, transgender, genderqueer, and queer people of color gaymers. / Dissertation/Thesis / Masters Thesis Social and Cultural Pedagogy 2017

abstract: This research study examines the interaction between youth queer narratives and young people through examining my core research question, How do young people engage, interpret, and respond to queer narratives? Applying a feminist narrative analysis to examine the qualitative data, I propose a methodological research shift where the voices of youth are valued as content experts; an artistic shift that moves content-creation away from a top down traditional media model and towards a youth-centered new media approach for art making; an aesthetic shift away from over-used stereotypes, tropes, and stale representations and instead innovate to represent intersectional, spectrum-based diversity of the LGBTQ+ experience. This qualitative research study utilizes questionnaires, focus groups, and case study interviews, to engage adolescent perceptions of queer narratives. The youth, ranging in ages from 15 to 18 years old and living in the Phoenix, Arizona metro area, explore and examine LGBTQ+ themes, characters, plots in traditional and new media. My dissertation examines youth interactions with queer narratives through three chapters. These address themes of: character, identity, and representation; plot and the search for accuracy; and the symbiotic exchange between narrative and community. Throughout the dissertation, young people analyze narratives, reflect on their own lives, and envision the future of youth queer narrative. The youth describe a move away from traditional media and towards new media platforms with user-created content, social network interaction, and the sharing of common experiences with peers. Finally, I examine the implications of both the research findings and the methodology on the future of youth-engaged qualitative research, as well as the performing arts. / Dissertation/Thesis / Doctoral Dissertation Theatre 2018

Syftet med denna studie var att undersöka hur förskollärare konstruerar regnbågsfamiljer i förskolans verksamhet och vilka normer om familj som träder fram ur förskollärares berättelser. Studien vilar på det socialkonstruktionistiska perspektivet där kvalitativa intervjuer genomförts för att besvara studiens syfte och forskningsfrågor. Studiens resultat visar på att regnbågsbarn exkluderas i förskolan om regnbågsfamiljer inte inkluderas och konstrueras i verksamheten. I ett vidare perspektiv kan det innebära att regnbågsbarn i förskolan lider av ett utanförskap då de inte får sin familjebild bekräftad i verksamheten. Trots detta visar resultatet på en tydlig kärnfamiljsnorm i förskollärares berättelser / The aim of this study was to find out how preschool teachers construct LGBTQ families in preschool and what norms of family emerge from preschool teachers´ stories. The study rests on the social constructionist perspective where qualitative interviews were conducted to answer the study´s purpose and questions. The result show that LGBTQ children are excluded in preschool if LGBTQ families are not included and made visible. In a wider perspective this may mean that LBGTQ children in preschool suffer from socially alienation if they do not get their family construction confirmed in preschool. Despite this, the results show a clear norm of heteronormativity in preschool teachers´ stories

This study aims to find inclusion of an LGBTQ+ perspective, and possible inclusion of the LGBTQ+ perspective in teaching material used in history at an upper secondary school level in Sweden. The case study analysed material from five teachers who shared material which covered five time periods which were the following: Prehistory and Prehistoric times, Antiquity, the Middle Ages, and the 20th century. These time periods were selected since they are included in compulsory history courses. I.e., it is the history education that all upper secondary school students are taught. The results showed that of these five time periods three out of five teachers included the LGBTQ+ perspective in their teaching material although it was minimal. The LGBTQ+ material was mainly included during Antiquity, and one teacher included it in the 20th Century. One of the teachers also mentioned homosexuality in a presentation about the first civilizations but as a parallel. Possible LGBTQ+ inclusion was identified using a queer theoretical perspective, and existing LGBTQ+ history. Finally, it was identified that this area is unexplored in a Swedish context, and that further research of LGBTQ+ history is needed.

No description available.