The growth of Queer Sociology has produced a body of research focused on LGBTQ identity formation, while less has been discovered about subsets of this community, including later-life lesbians who were previously partnered in long-term heterosexual relationships with cisgender men. Several theories, including the Cass Theory of Sexual Orientation Identity Formation and Fassinger's Theory, provide a model which LGBTQ people may progress through as they develop their sexual orientation identity. These models provide insight towards the development of a lesbian identification later in life. Through sixteen in-depth interviews with lesbians in the United States who did not identify as lesbian until after age thirty-five, I examine the social barriers that impact these women's identity formation processes, and examine how sexual orientation identity development theories help us understand this process. My findings reveal that heteronormativity, compulsory heterosexuality, lack of representation, gendered expectations, and the pursuit of success all acted as societal barriers that delayed these women in their sexual orientation identity development. Thus, we see that Cass' recognition of the importance of the sociocultural environment is vital. However, the theory's commitment to linearity is still questionable, and her theory may not provide enough flexibility for the fluidity of sexual orientation. Alternatively, Fassinger's theory provides more space for sexual orientation to exist as a process of continuous development. / Master of Science / The field of Sociology expanded to research LGBTQ experiences and identities in the 1980's and 90's, forming the study of Queer Sociology. Since this formation, smaller subsets of the community have yet to be explored. This includes women who came to a lesbian identification later in life (after the age of thirty-five) who were previously partnered in long-term heterosexual relationships with cisgender men. These women are known as later life lesbians. Within the field of Queer Sociology, several theories have been developed to provide a process which LGBTQ people may progress through as they develop their sexual orientation identity. This includes the Cass Theory of Sexual Orientation Identity Formation and Fassinger's Theory. These models can be used to provide insight into the sexual orientation identity development of later life lesbians. Through sixteen interviews with later life lesbians, I examine the social factors that impact these women's sexual identity formation processes, and examine how sexual orientation identity development theories help us understand this process. My findings reveal that the societal expectation of heterosexuality, lack of queer representation, gendered expectations, and the pursuit of success all acted as societal barriers that delayed these women in their sexual orientation identity development. Based on these social factors, we see that Cass' recognition of the importance of the social and cultural environment is vital. However, Cass also commits to a linear development of sexual orientation identity, which remains questionable. Additionally, her theory may not provide enough flexibility for the fluidity of sexual orientation. Alternatively, Fassinger's theory provides more space for sexual orientation to exist as a process of continuous development.

While a literature on the mental health of lesbian mothers is beginning to emerge, no study to date has prospectively examined lesbian women's mental health in the context of transitioning to parenthood for the first time. This dissertation explores the transition to parenthood in a sample of lesbian couples who are becoming mothers for the first time, with a special focus on how the division of labor and women's roles change over time. Thirty-four couples (29 inseminating, 5 adopting) were interviewed, at two time points (before the birth of their child, and three months postnatally). I conducted in-depth interviews with both partners, and all participants filled out a series of questionnaires at both time points. The division of paid and unpaid labor, women's feelings about their own and their partner's work-family roles, and women's ideas and feelings about motherhood, were assessed. Biological motherhood was explored as a potential shaping variable with regard to parental roles. Results revealed that the division of housework changed little across the transition to parenthood, although some couples reported that the nonbiological mother tended to perform a larger share of household tasks postnatally. Biological mothers performed a greater proportion of child care tasks postnatally. Both biological mothers and nonbiological mothers tended to reduce their hours in paid employment as a means of handling the demands of child care and avoiding total specialization of roles (e.g., one woman staying home, one woman working full-time). Postnatally, the majority of women felt that being a parent was their most important role in the family, and for most women, being a mother became a salient aspect of their identity—at least as salient as their identity as a lesbian. The majority of women felt that biological motherhood had not defined their parental roles, and these women reported a number of strategies they had employed (e.g., spending equal amounts of time in child care, establishing special routines with their child) in an effort to resist the primacy of biological motherhood. More research on the transition to parenthood among lesbian couples is needed, with particular focus on the needs and issues that arise for the nonbiological mother.

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.

This Capstone Research Project aims to address the certain aspects of Roman Catholic moral teaching. Throughout this project I argue that when it comes to the Lesbian, Gay, Bisexual, Transexual and Queer (LGBTQ+) Catholics, the moral teaching is essentially corrupt. This paper begins by providing an overview of current Catholic teaching relevant to LGBTQ+ persons. In the second section I focus on the lived experience on the Latinx LGBTQ+ community in the United States to demonstrate several flaws in Catholic moral tradition. I place a special emphasis on the Latinx LGBTQ+ community in Florida as I base my argument on the tragic attack against LGBTQ+ people at Pulse Nightclub and I rely on the insights of a social scientific study conducted among LGBTQ+ youth in Florida. In the third and final section of my research project, I engage with the theological anthropologies of M. Shawn Copeland and Ada Maria Isasi-Diaz to create a framework from which a theological corrective action may emerge to remedy the harm done by the deeply corrupt and erroneous Catholic moral teaching.

It is certainly important for the Swedish school to prepare students for the adult world. It iscertainty a priority according to our curriculum, once students graduate, they should behaving democratic principles which includes an understanding and respecting all humankind, regardless of ethnicity, religion, and sexuality. For this to be achieved, the Swedish teachingin schools must incorporate teaching contents which allows students to understand socialstructures and norms that underlies in society that causes inequality. Such contents should bemore about racism, sexism and for this research primarily focus, homophobia. Often within subjects, LGBT+ has been invisible in Swedish teaching which causes students to be rather ignorant to their surroundings. Therefore, it is crucial and necessary to teach especially in the subject history for upper secondary schools. Hence, the fact that history contributes to shaping students’ identity. Thus, this research investigates how history teachers includes the LGBTQ+ in their history teaching. It is also in this study’s interest to analyze how heteronormativity underlies in teachers teaching ability in relation to history teaching. To research this matter, the method for this study is a qualitive method which has collected data in form of interviews from seven different teachers and different schools. The chosen theory was queer theory as the study primarily focuses on how sexuality is conceptualized and understood by teachers aswell as their reflection on heteronormativity. The result of the findings was that none of the teachers had taught about LGBTQ+ in history but simultaneously showed a great amount of interest in doing so near the future. However, the teachers expressed some uncertainty in how LGBTQ+ could be taught in a more practical sense. According to the teachers, this uncertainty that was an obstacle they needed to overcome, had many factors. Among the factors were that the teachers were uneducated in the history of LGBTQ+, time seemed to be against them and there are no proper teaching materials which the teachers can confine in. This gap has also caused teachers to be unprepared for conflicts in the classroom related toLGBTIQ+-questions. This finding shows that both the academic world along with the teaching programs must educate teacher students about such important matters for them to be prepared once their careers begin.