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The purpose of the study was to conduct a phenomenological analysis of the experience of consensual unwanted sexual activity (CUSA). College men and women (N=10) in relationships ranging from casual to committed who were enrolled at a university in the southeastern United States were interviewed about experiences of CUSA. Interviews were conducted in person with participants who were asked to answer the following research question: “Describe a time in which you did not want to participate in some sexual activity, but you decided to anyway.” Interview transcripts were analyzed using phenomenological research methods in the context of an interpretive research group, as well as by the author alone (Pollio, Henley, & Thompson, 1997). Analysis of interview data rendered a unique structure of the experience of consensual unwanted sexual activity (CUSA). The structure of CUSA is characterized by themes of Focus, Expectation, and Outcome, which emerged as figural against the ground of the interpersonal relationship in which CUSA occurred. These three themes are interrelated parts of an experiential gestalt. When an individual engages in CUSA, there is a minimization of focus on the desires of the self, in favor of a focus on the desires of the other, often to the exclusion of one’s full presence in the interaction (Focus). Engaging in CUSA involves the use of social rules, gender roles, and standards for reciprocation (Expectation). An individual engages in CUSA to bring about various desired outcomes and/or to avoid undesired outcomes; however, engaging in CUSA often results in unexpected outcomes (Outcome). Findings suggest that CUSA may be experienced differently in committed relationships than in casual ones. In satisfied committed relationships, engaging in CUSA may be harmless or even adaptive, akin to other sacrifices made for the good of a relationship. In casual relationships, however, engaging in CUSA may result in negative outcomes such as regret and resentment. This study demonstrates the importance of context (the interpersonal relationship) to the experience of CUSA. Results suggest that the experience of CUSA might be gendered-- experienced similarly by men and women yet informed in complementary ways by rules dictating masculinity and femininity.

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This study was conducted to examine the relationship between human sexuality, online dating, and personality. The two sexual subcultures investigated were the hook-up culture (casual sexuality) and unconventional sexual subculture (such as fetishes). The first hypothesis was that one's casual sexuality would influence one’s online dating participation. The second hypothesis was that there would be gender differences between participation in casual sexuality and participation in unconventional sexuality. The third hypothesis was certain personality traits would influence whether they would participate both sexuality measures. The measures used for the survey were Online Dating Index, Brief Sexual Attitudes Scale, Big Five Inventory, and Alternative Sexuality Questionnaire. 87 University of Central Florida undergraduate students completed the study measures from a Qualtrics survey. 70 females, 16 males, and 1 transgendered person took the survey. Results showed that there were no gender differences when it came to participation in either sexuality measure. Certain personality traits did influence the participation in one or both sexuality cultures. And lastly, online dating did ultimately correlate with one's participation in the hook-up culture.

Educators perceive female bullies differently than male bullies. Despite evidence that bullying is a serious problem within schools in the United States, there is little research which focuses on how educators perceive differences and similarities of adolescent bullies based upon the gender of the bully. The purpose of this quantitative study was to examine how educators perceive male and female bullies when they are described as exhibiting identical behavior. Goffman's theory of frames formed the theoretical foundation for this study. The independent variable of this study was gender of bully, and the three dependent variables were internalizing behavior, externalizing behavior, and social skills. Seventy-nine educators read one of two scenarios, featuring either a male bully or a female bully and then completed the Clinical Assessment of Behavior - Teacher Rating Form to reflect how they perceived the personality of the bully depicted in the scenario. The data collected were statistically analyzed using Analysis of Variance, Chi-square tests of independence and regression analyses. The results showed that educators do perceive male and female bullying behavior differently. The female bully was seen as more pathological, displaying higher levels of internalizing and externalizing behaviors whereas the male bully was perceived as exhibiting normal levels of both internalizing and externalizing behavior. There was no difference in perceived social skills. Implications for positive social change are that the results could be used to sensitize teachers about the importance of considering gender issues when intervening in bullying incidents.

Although the current literature calls for generally increased attention to culture-specific influences in therapeutic settings, much more needs to be known regarding specific groups. Accordingly, this exploratory phenomenological study addressed the lack of awareness of the pendejo construct and its perceived threat as a stigmatizing attribute among indigenous Puerto Ricans. Since this phenomenon is believed to jeopardize self-other relationships including therapeutic relationships, the purpose of the study was to describe the pendejo concept as a cultural dimension of Puerto Rican psychology. The research focus included participants' personal and collective experiences of the pendejo construct, with attention directed to how this phenomenon was represented as a cognitive distortion, a self-referent in discourse, and manifested behaviorally. The study employed data collected via in-depth interviews with 8 successful, college-educated native Puerto Ricans. Transcribed data was organized by categories, coded by significant statements and distilled into structural and textural descriptions that revealed a marked similarity of participants' descriptions of the pendejo experience in terms of definitions, assumptions, emotional and behavioral responses, propensity and consequences. Psychological manifestations included escapist behaviors, cognitive distortions (people are out to "take me for pendejo"), and negative self-referents ("I am a pendejo") that translate into nonclinical paranoid tendencies and introjected hurt feelings. Awareness of this phenomenon can help culturally oriented therapists assist Puerto Rican clients toward becoming more assertive and proactive persons. This can lead to positive social change by enhancing mental health and interpersonal behavior within this population at the individual and the collective levels, as well as adding new insight to the literature.