Doctor of Philosophy / Department of Kinesiology / Katie M. Heinrich / Engagement in regular physical activity is essential to prevent chronic diseases, yet few individuals are active enough to receive health benefits. Social factors such as relationship status, social support, and social capital are important for engagement in physical activity, although research investigating this area has not accounted for sexual orientation, including gay and bisexual men. The purpose of this dissertation was to examine the associations between relationship status, social support, and social capital by sexual orientation for men by using national-level epidemiologic data from the National Institutes of Health. Chapter one reviewed the literature examining the relationship among social variables, physical activity and sexual orientation to identify the gaps in sexual orientation/physical activity research. Chapter two used logistic regression to identify the prevalence of meeting physical activity recommendations for single and coupled gay and straight men by determining the association between relationship status and physical activity by sexual orientation. Coupled gay men were 1.61 (95% CI: 1.01-2.56) times more likely to meet physical activity recommendations compared to coupled straight men. Chapter three used linear and logistic regression to test the relationships between social support and physical activity by sexual orientation. Social support was not related to increases in physical activity for gay (AOR: 0.98, 95% CI: 0.49-1.97) or bisexual (AOR: 0.64, 95% CI: 0.28-1.51) men as it was for straight men (AOR: 1.63, 95% CI: 1.44-1.90). Chapter four used multiple group structural equation modeling to test the association between social capital and physical activity by sexual orientation. Social capital was related to more light/moderate-intensity physical activity for gay (β = .14, p <.05) and straight men (β = .06, p <.001), and social capital was related to more vigorous-intensity physical activity for straight men only (β = .06, p <.001). Lastly, chapter 5 introduces a conceptual model of how sexual orientation is related to social variables, and ultimately, physical activity. These results provide insight into the complex associations among a social determinant of health and physical activity while highlighting the need for future descriptive and intervention studies.

<p> The health of lesbian, gay, bisexual, transgender, and queer (LGBTQ) people has recently become a national health priority. The National Institutes of Health (NIH) cited provider knowledge and attitudes as one of the key areas needing further research. One of the largest barriers to culturally congruent LGBTQ care is the lack of knowledge about LGBTQ people and possible negative attitudes among nurses and providers (Strong &amp; Folse, 2015). Research and data have shown that LGBTQ people face significant health disparities stemming from years of systemic discrimination and stigmatization. </p><p> To establish a baseline understanding of the knowledge and attitude of registered nurses about LGBTQ people as well as measure the impact of a newly designed educational intervention on the nurses&rsquo; knowledge and attitudes. </p><p> Registered nurses (n = 111) were offered a one hour educational intervention at various inpatient hospitals within a major metropolitan area. Pre-and post-tests were administered to establish baseline knowledge and attitude as well as the effectiveness. </p><p> A statistically significant impact on the nurses&rsquo; knowledge of LGBT health (p &lt; .0001) was found after the intervention. While attitudes did show some improvement from the intervention, it was not statistically significant and could be an area of further research. Qualitative responses from nurses showed an overwhelming desire to have LGBTQ education for their nursing practice. </p><p> Implications for practice include implementing LGBTQ cultural competence into initial and ongoing educational trainings for registered nurses within healthcare organizations, and improved nursing care of LGBTQ people. Future research is needed to examine the impact of the educational intervention over an extended period of time.</p><p>

<p> This qualitative, multi-case study examined trans and non-binary singers in the applied voice studio. The purpose of this study was to explore (1) the impact of music participation on the identities of trans and non-binary singers, (2) the experiences of trans and non-binary singers taking private singing lessons, and (3) the strategies and practices of their voice teachers. Purposeful sampling of four singers included two trans men and two non-binary individuals. Four teachers with prior experience in teaching trans or non-binary singers included two teachers identifying as trans men, and two cisgender (one female, one male) teachers. Data were collected through interviews and lesson observations, presented through portraiture analysis to provide an insider&rsquo;s view of the experiences, perspectives, and practices of the participants. Findings and implications emerged through cross-case analyses. </p><p> The results indicate that gender impacts musical spaces. While participation in musical activities created an outlet for some singers to explore their trans or non-binary identity, the reification of the gender binary in musical spaces was oppressive for others. Students modeled high self-efficacy by showing perceived competence to change discriminatory policies and practices in music and the performing arts. </p><p> Teachers demonstrated emotional support in the applied studio by being cognizant of student needs. While the training of each student looked distinct, teachers affirmed students through student-centered pedagogical approaches, allowing students to guide their vocal training and development. Teachers discussed the need for adept understanding of vocal technique in training trans and non-binary singers. All four trans men (two students and two teachers) discussed their voice modification through testosterone replacement therapy. The two non-binary singers, not engaged in medical voice modulation, discussed changes in their voices through singing lessons. </p><p> The research posits that curricular development in vocal pedagogy courses is needed to educate singing teachers on cultural competency and trans and non-binary vocality. This study revealed the need to examine applied teacher readiness in educating trans and non-binary singing. Research on the longitudinal effects of testosterone on the voice is warranted. Additional scholarship is needed in working with trans or non-binary voices not engaging in hormone replacement therapy.</p><p>

<p> A global entertainment powerhouse with millions of fans, WWE produces and archives thousands of hours of content every year that is often dismissed as low brow, incomprehensible, base, and/or harmless. However, WWE content is guilty of propitiating heteronormativity, binary gender construction, and the exploitation, repression, and erasure of LGBTQ+ culture. </p><p> I argue that the pro wrestling personae that perform in the fictional WWE universe are perfect embodiments of Judith Butler&rsquo;s theory of performativity, as evidenced in how the gender and sexuality of these often fluid and paradoxical personae are discursively constructed. This thesis also analyzes ironic and transcendent counterhegemonic performances by personae that can be read as rupturing WWE&rsquo;s repressive, heteronormative hegemony, as informed by Kenneth Burke. This thesis is an analysis of the counterhegemonic personae Nia Jax, Tyler Breeze, Bayley, and Chris Jericho based on their appearances in primary WWE content between 2 January, 2017 and 25 April, 2017.</p><p>

<p> This study investigates the impact of low-intensity workplace mistreatment on affective outcomes for sexual minority workers. The study was grounded in affective events theory and minority stress theory. Data was composed of survey responses from a convenience sample of 380 U.S. adults who work full-time and identify as sexual minorities. Hierarchical multiple regression analyses revealed workplace incivility and heterosexist microaggressions significantly predicted negative discrete emotional reactions (i.e., anger, disgust, fear, guilt and sadness). Internalized heterosexism moderated the predictor-outcome relationship between incivility and affective disgust, and between heterosexist microaggressions and affective anger, disgust, and sadness, such that individuals with low internalized heterosexism had greater negative outcomes when forms of mistreatment were high. Results are discussed in terms of both their theoretical implications, and practical implications for organizational research and practice. </p><p>

<p> Displaced Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ+) youth exist in educational environments that are ill-equipped to support them in their pursuit of educational success. Limited research on this group documents a lack of targeted supports resulting in significant struggles as they attempt to overcome obstacles in their path toward success. This study overlays the Minority Stress Process and Adolescent Resilience Theory&rsquo;s models of support in an attempt to understand how targeted supports helped seven individuals overcome obstacles throughout their displacement from family and home. The study explored these individuals&rsquo; perceptions of the displacement, supports, resilience, and potential for educational access and success. Interview data was analyzed to arrive at descriptions of experiences that informed the development of codes and themes. In order to contextualize participant interview data, five observations of externally-based support groups and interviews with two support providers were conducted. </p><p> The participants in this study had diverse identities within the LGBTQ+ umbrella. Also, some were forcibly displaced due to familial nonacceptance of their gender or sexual identities, while others self-displaced in an attempt to live openly. However, they each described the loss of both familial supports and each reported a lack of targeted supports at school to help them overcome identity nonacceptance, displacement, and lack of belonging. All participants fought to access externally-based protective and compensatory supports. Educational institutions must implement policies and practices to ensure all displaced LGBTQ+ individuals are supported. By mirroring the externally-based programs that are successful with limiting the effects of displacement and identity non-acceptance, educational institutions can interrupt the Minority Stress Process and the associated adversity.</p>

<p> <i>The Most Fantastic Lie</i> explores the troubled realm of lesbian history through contemporary art practice, visual culture, and activist collectives, arguing the necessity of new strategies toward the construction of marginalized histories in the absence of traditional evidence-based documentation. I identify three overlapping strategies toward the reconstruction of lesbian and queer histories: the documentation and collection of existing material evidence by grassroots archivists and contemporary artists who base their practice in affective relationships to archival objects; the manipulation of found objects, in the tradition of Claude Levi-Strauss&rsquo;s concept of bricolage, to serve as visual placeholders for absent histories; and the fabrication of material evidence by artists working in a mode referred to by Carrie Lambert-Beatty as parafiction: deceptions that have productive power in the creation of new senses of plausibility. These strategies, in addition to providing visual pleasure to those seeking lesbian and queer histories, each mount critiques of institutionalized notions of legitimate history. In shucking the burden of proof and elevating denigrated forms of evidence such as gossip, oral history, and fantasy, artists and collectives are able to construct lesbian histories while simultaneously demonstrating the unstable foundations of historical truths.</p>

<p> Using hermeneutics research methodology, this thesis explores the impact of negative attitudes towards lesbian, gay, bisexual, and transgender (LGBT) individuals and the importance of a positive support system to help decrease self-harm and suicidality rates among the LGBT community. This thesis investigates the negative effects long-standing rejection, discrimination, oppression, and scapegoating of the LGBT community throughout history have had. This will provide a greater understanding of how rejection and scapegoating negatively affect the LGBT community and the individuals who comprise it. This thesis also suggests ways for family, friends, and society to become a positive support system for an LGBT individual and looks at possible interventions marriage and family therapists can apply to their clients who identify as LGBT.</p>

<p> The purpose of this project was to develop a grant application for the True Palette Fund for a permanent supportive housing project for 20 homeless LGBTQQI youth in Sonoma County. This is an over-represented subgroup of the homeless youth population faced with limited support services, leaving them at risk for many negative outcomes. </p><p> Permanent supportive housing that is LGBTQQI culture specific provides the best chance for the target population to embark on a fulfilling life as contributing members of society. The grant writer is collaborating with the local agency, Social Advocates for Youth, to create a dedicated LGBTQQI program as part of the Dream Center subsidized housing. </p><p> The LGBTQQI enhanced services provided by staff and volunteers will include case management/life coaching, mentoring, independent living skills training, employment and mental health counseling, and community building activities </p>

<p> Christian college environments remain connected to Biblical doctrine that can create a challenge for student affairs practitioners responsible for supporting all students but then instructed to take &ldquo;corrective&rdquo; (e.g., disciplinary) action against LGBTQ students. This study examined experiences of ten student affairs staff at Christian campuses negotiating institutional context, professional relationships, and personal values when interacting with LGBTQ students. Interview data was organized along three themes: campus culture, tensions, and strategies to manage tension. Participants perceived campus culture as familial, but also as silent, fearful, and confusing on LGBTQ issues. Consequently, they experienced tensions between personal beliefs in serving students versus supporting institutional values about LGBTQ identity and behavior. Participants employed cognitive, interpersonal, and intrapersonal strategies to negotiate these tensions and balance service to their institution with advocacy for LGBTQ students. Recommendations provided relate to staff development, graduate level training, and sustainability of the Christian college approach to human sexuality.</p>