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No / Purpose – The purpose of this paper is to explore the role of visible body piercings (VBP) in explaining the extent of self‐reported workplace sexual orientation discrimination. Design/methodology/approach – Using the 2002 wave of the UK Gay Mens’ Sex Survey, OLS and logit equations are estimated to analyse the extent of self‐reported denial of job opportunities. Findings – The possession of visible body piercings is shown to increase the level of discriminatory activity. There is evidence that tongue piercings are the major contributory type of body decoration. The overall effect is seemingly ameliorated for those gay men who engage in more extensive concealment effort with regard to their sexual orientation. Research limitations/implications – The sample is to some extent self‐selecting, which may affect the results. Further studies using alternative methodologies would be required to explore this issue. Practical implications – This paper sheds light on the importance, or otherwise, of presumed visual clues such as body piercing in triggering discriminatory behaviour towards gay men. Originality/value – This is the first study to examine the self‐reported experience of post‐entry discrimination by gay men using a major national survey comprising over 15,000 observations.

This two-part study included a content analysis of an AP art history text and a survey together with interviews with AP art history teachers that embraced both quantitative and qualitative research methodologies. The first phase of the study examined one of the more popular art history survey texts in the AP art history program, Gardner’s Art through the Ages, in terms of how inclusive it is in addressing issues of sexual orientation and, particularly, same-sex perspectives. In addition, the text was examined for evidence of sexual orientation ignored – particularly same-sex perspectives ignored and for heteronormative hegemonies. The second phase investigated the understandings and opinions of AP art history teachers toward the inclusion of sexual orientation and same-sex perspectives in their curriculums and classrooms. Recent recognition of gay, lesbian, and same-sex perspectives in the study of art history has challenged art educators and art historians to begin to consider opening up their curriculums and writings to include these perspectives. These ignored perspectives produce important understandings that enrich and deepen the discourse of art history. The inclusion of gay and lesbian content and same-sex perspectives to the study of AP art history, not only effectively serves the needs of AP art history teachers, but it provides a more equitable and comprehensive visual arts education to students. The implications of this study are broad and complex. If students are to be well and comprehensively educated in the history of the visual arts, including discussions about the sexual orientation of gay and lesbian artists as well as artworks depicting same-sex perspectives is important. Similarly, their teachers must be well-informed and believe that including such material in the curriculum is important. There is definitely a need for designing more balanced and equitable AP art history programs that include gay and lesbian artists as well as same-sex perspectives. From a multicultural art education perspective, this study reveals that gays and lesbians are marginalized in a major AP art history survey text. It illuminates how an AP art history survey text and AP art history teachers’ attitudes and knowledge base on same-sex perspectives inform their curriculums, specifically concerning what’s important to teach in an AP art history classroom. If approved AP art history survey texts as well as the influential annual AP College Board art history exam included issues of sexual orientation, particularly same-sex perspectives, it would encourage more AP art history teachers to include gay and lesbian artists and same-sex perspectives in their curriculums.

by Chen Siu-ling Eve. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1999. / Includes bibliographical references (leaves 79-90). / Text in English; abstracts in English and Chinese. / by Chen Siu-ling Eve. / ABSTRACT --- p.i / ACKNOWLEDGEMENT --- p.v / TABLE OF CONTENTS --- p.vii / LIST OF FIGURES --- p.ix / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Gender Research in Hong Kong --- p.1 / Chapter 1.2 --- "Gender Role Orientation, Adjustment and Psychological Well-being" --- p.2 / Chapter 1.3 --- Research Objectives and Significance --- p.4 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.6 / Chapter 2.1 --- Definitions and Terminology / Chapter 2.1.1 --- Defining Sex and Gender --- p.9 / Chapter 2.1.2 --- Defining Gender Role Orientation --- p.12 / Chapter 2.1.3 --- Defining Gender Type --- p.14 / Chapter 2.1.4 --- Defining Gender Stereotypes --- p.15 / Chapter 2.1.5 --- Defining Depressive Symptoms and School Misbehaviors --- p.17 / Chapter 2.2 --- Conceptualization / Chapter 2.2.1 --- Adolescent Development and Psychological Adjustment --- p.19 / Chapter 2.2.2 --- Gender Type and Adjustment --- p.20 / Chapter 2.2.3 --- Gender Stereotypes and Adjustment --- p.23 / Chapter 2.2.4 --- Gender Typing and Adjustment --- p.24 / Chapter 2.2.5 --- Gender Typing and Emotion Expression Socialization --- p.25 / Chapter 2.2.6 --- Gender Role and Adjustment --- p.26 / Chapter 2.2.7 --- Chinese Culture and Adjustment --- p.31 / Chapter 2.3 --- Gender Role Orientation Differences in Psychological Well-being --- p.33 / Chapter 2.4 --- "Masculinity, Femininity and Psychological Well-being" --- p.38 / Chapter 2.5 --- Research Questions --- p.40 / Chapter CHAPTER 3 --- RESEARCH METHOD --- p.42 / Chapter 3.1 --- Subjects --- p.43 / Chapter 3.2 --- Procedures --- p.44 / Chapter 3.3 --- Instruments / Chapter 3.3.1 --- Gender Role Orientation --- p.44 / Chapter 3.3.2 --- Depressive Symptoms --- p.45 / Chapter 3.3.3 --- School Misbehaviors --- p.47 / Chapter CHAPTER 4 --- RESULTS --- p.48 / Chapter 4.1 --- Analyses of the Categorical Variables / Chapter 4.1.1 --- Gender Differences in Depressive Symptoms and Misbehaviors --- p.53 / Chapter 4.1.2 --- Gender Role Orientation Differences in Depressive Symptoms and Misbehaviors --- p.54 / Chapter 4.1.3 --- Gender Type Differences in Depressive Symptoms and Misbehaviors --- p.55 / Chapter 4.2 --- Analyses of the Continuous Variables / Chapter 4.2.1 --- "Relations among Masculinity, Femininity, Depressive Symptoms and Misbehaviors" --- p.51 / Chapter CHAPTER FIVE --- DISCUSSION --- p.64 / Chapter 5.1 --- Answers to the Research Questions / Chapter 5.1.1 --- Which Gender Role Orientation Adjusts Better Generally? --- p.65 / Chapter 5.1.2 --- Which Gender Type Adjusts Better Specifically? --- p.66 / Chapter 5.1.3 --- Which Adjustment Theory is Best Applied to Adolescentsin the Chinese Society of Hong Kong? --- p.66 / Chapter 5.1.4 --- Do Depressive Symptoms and School Misbehaviors Predict Each Other? --- p.69 / Chapter 5.1.5 --- Does Masculinity or Femininity Act as a Predictor of Adjustment? --- p.69 / Chapter 5.2 --- Educational Implications of Research Findings / Chapter 5.2.1 --- Gender Education Programmes --- p.71 / Chapter 5.2.2 --- Single Sex Schooling --- p.73 / Chapter 5.3 --- Contributions --- p.75 / Chapter 5.4 --- Limitations of the Study --- p.76 / Chapter 5.5 --- Directions for Future Research --- p.77 / REFERENCES --- p.79 / APPENDIX --- p.91

Thesis (M.A.)--University of Toronto, 2009. / Source: Masters Abstracts International, Volume: 48-02, page: .

In this project I explore the connection between cultural and personal identity in the college classroom. Respondent interviews were conducted using open-ended questions, which began with a broad picture of the role the instructor played in the classroom and then focused more specifically on the issue of sexual orientation and the choices to disclose or not disclose orientation in the classroom. Thematic analysis was used to examine the interviews, upon the completion of the interviews being transcribed. RQ1: Do gay and lesbian instructors disclose their sexual orientation in the classroom? From this question, four themes emerged. These themes were disclosure not relevant, out of the classroom disclosure, students just know, and disclosure in the classroom. RQ2: What reasons do gay and lesbian instructors give for disclosing their sexual orientation in the classroom? Two themes, fears of disclosure and holding back, transpired from this question. RQ3: How do gay and lesbian instructors foster diversity in the classroom related to sexual orientation? Four themes were exposed from the question, and these themes were paradox of diversity, passing, mentoring, and identity not sexuality.

<p>In addition to replicating examinations of gender bias in the diagnosis of all cluster B personality disorders (PDs), this is the first study to examine the extent to which patient sexual orientation biases the diagnosis of antisocial, histrionic, and narcissistic PDs as well as whether or not such sexual orientation bias differs by patient gender. Furthermore, this study is the first to examine how such gender and sexual orientation biases are moderated by (1) the model of personality pathology used (i.e., traditional DSM vs. dimensional Alternate Model of Personality Disorders [AMPD]) and (2) measurement specificity (i.e., global PD measurement vs. symptom-level measurement). To undertake these examinations, it utilized a vignette describing a patient whose gender identification (man or woman) and sexual orientation (heterosexual or gay/lesbian) were experimentally manipulated. Clinicians (<em>N</em>=435) were randomly assigned to examine one of the resultant four vignettes, after which they each completed three measures of personality pathology. Though there was evidence of gender bias, such bias was twice-to-four times as weak as gender bias found in past similar studies. There was no evidence of significant diagnostic bias based on patient sexual orientation and sexual orientation bias did not differ by patient gender. Broadly, neither gender nor sexual orientation bias was moderated by the model of personality pathology underlying the measures used, by the specificity with which the pathology was measured, or by clinician characteristics (i.e., age, gender, sexual orientation, licensure status, race). Results suggest a decrease in gender and sexual orientation bias within experimental contexts relative to that which was found by prior studies. Further examinations should elucidate the mechanisms moderating diagnostic bias. </p>

Anecdotal observations among clinicians and laypersons suggest that some men who have been sexually abused by men as children experience more homosexual sexual attraction and engage in more homosexual sexual behavior than men who have not been sexually abused. These men often report feeling “confused” about their sexuality. Some men also report believing that there is a relationship between their homosexual feelings and behaviors and their sexual abuse as children. Moreover, research in the area of sexual abuse reveals that disproportionately more men with sexual abuse histories identify as gay and bisexual than men with non-sexual abuse histories, especially when the perpetrator of the abuse was male. However, very few studies have specifically explored the relationship between sexual orientation and sexual abuse. The proposed study will examine the relationship between sexual orientation in men and their reports of childhood sexual abuse by males. Additionally, the proposed study will distinguish between those individuals that have interpreted their childhood sexual experiences as negative (or abusive) and those who have not. Past research in this topic has categorized participants as “abused” based on a set of predetermined benchmarks (e.g., age differential, specific acts performed, etc.,) while not including the individual’s subjective account/interpretation of the experience. This research will consider how the distinction between intergenerational sexual contact that is experienced as abusive and intergenerational sexual contact that is not experienced as abusive relates to sexual orientation and sexual identity. / text