Orientador: Tania Moron Saes Braga / Resumo: Este estudo tem como objetivo identificar a presença de ações educativas voltadas à sexualidade em uma escola pública de uma pequena cidade do interior paulista e as sugestões apontadas pelos professores e alunos para a viabilização de ações voltadas à realidade escolar. Foram utilizados questionários e registros de ocorrências para a coleta de dados junto a professores e alunos. Os resultados indicaram que a abordagem dos assuntos relativos à educação sexual está condicionada ao currículo de matérias específicas e vinculada à figura do professor, sendo realizada de maneira assistemática e descontínua, distante das proposições dos Parâmetros Curriculares Nacionais. Utilizando-se o referencial da psicologia da saúde e os princípios da análise do comportamento, identificou-se a necessidade de programas de intervenção dirigidos primeiramente à capacitação de professores e, em seguida, à promoção da saúde de alunos, focando-se conteúdos e habilidades envolvidos no comportamento sexual saudável. / Abstract: The objective of this study is to identify the presence of educative actions directed to sexuality in a public school of a small town of the Paulista country and the sugestions showed by teachers and pupils to make possible the actions concerning the educational reality. Questionnaires and registrations of occurrences have been used to the data collection related to teachers and pupils. The results showed that the approach of the subjects relating to sexual education is conditioned to the curriculum of specific disciplines and linked to the teacher's figure, being performed in an asystematic and discontinuous way, remote from the propositions of the National Curricular Parameters. By using the reference of health psychology and the principles of behaviour analysis, it has been identified the necessity of intervention programs directed firstly to capacitate teachers and then to promote the pupils health, emphasizing contents and abilities involved in healthy sexual behaviour. / Mestre

This thesis examines phonetic variation of /s/ in bilingual French and German gay and straight men. Previous studies have shown sibilant variation, specifically the voiceless sibilant /s/, to correlate with constructions of gay identity and 'gay sounding voices' in both production and perception. While most of this work concerns English, researchers have also explored /s/ variation and sexual orientation or non-normative masculinity in Afrikaans, Danish, Hungarian, and Spanish. Importantly, with the exception of only a small number of studies, this body of work has largely left the realm of /s/ variation and sexual orientation in bilingual speakers unexplored, and furthermore there is very little work which examines these voices in the context of French and German. The analyses show that some gay French and German men produce /s/ with a higher centre of gravity (CoG) and more negative skew than the straight speakers of the study, a result which dovetails with previous studies in languages such as English. Unlike English however, French and German listeners do not appear to associate /s/ variation with sexual orientation or (non)normative masculinities. I argue that the gay speakers who produce /s/ with a higher CoG than the other speakers of the study are doing so as a way to distance themselves from hegemonic masculinity. This thesis is structured into three stand-alone journal articles bookended with introductory and conclusion chapters which tie them together in the broader picture of /s/ variation and French/German speakers and listeners. The first of the three articles expands upon the previously established linguistic framework of indexing gayness by exploring /s/ variation in native and non-native speech, examining how the linguistic construction of gay identity interacts between their English production and the constraints of their native language. The data draws on read speech of 19 gay and straight French and German men across their L1 and L2 English to explore the social meaning of /s/. Results show that some gay speakers produce /s/ with a higher centre of gravity (CoG) and more negative skew than the straight speakers. These results are consistent with previous findings, which show sibilant variation to index sexual orientation in monolingual gay men's speech, and provide evidence of this feature correlating with sexual orientation in French and German. Furthermore, the results presented here call for a greater level of inquiry into how the gay speakers who employ this feature construct their gay identities beyond a purely gay/straight dichotomy. The second study reports the results of a cross-linguistic matched guise test examining the role of /s/ variation and pitch in judgements of sexual orientation and non-normative masculinity in English, French, and German listeners. Listeners responded to manipulations of /s/ and pitch in their native language and all other stimuli languages (English, French, German, and Estonian). All listener groups rate higher pitch stimuli as more gay and more effeminate sounding than lower pitch guises. However, only the English listeners hear [s+] guises as sounding more gay and more effeminate than the [s] or [s-] guises. This effect is seen not only in their native language, but across all stimuli languages. French and German listeners, despite previous evidence showing /s/ to vary according to sexual orientation in men's speech, do not hear [s+] guises as more gay or more effeminate in any of the stimuli languages including their native French or German. The final of the three articles takes the findings of the first two papers and attempts to reconcile the production/perception mismatch seen when comparing the results of the first two papers. The first article in this thesis revealed two groups of speakers which form the basis for analysis for this paper. The first group is a heterogeneous group of gay and straight speakers whose average /s/ productions are below 7,000 Hz ([s] speakers) and the second is a homogeneous group of gay speakers producing average /s/ CoG above 7,000 Hz ([s+] speakers). The analysis shows style shifting across task type with both groups of speakers producing higher /s/ CoG productions in L1 read speech contexts than any of the L2 speech contexts. Style shifting across conversation topic reveals that the [s+] speakers are producing higher /s/ CoG when discussing their coming out stories and topics of LGBT involvement. I argue that these [s+] speakers are employing these higher frequency /s/ variants to construct a very specific and identifiable gay persona, that of a counter-hegemonic effeminate gay man. This thesis is among the first to examine phonetic qualities of gay bilingual speakers and the ways in which they may index their sexual orientation. The inclusion of bilingual French and German speakers adds to our growing knowledge of ways in which these individuals navigate and construct their identities within both their L1 and, specifically, within an L2. In this regard, this thesis contributes to the growing body of knowledge concerning socioindexicality in L2 production more generally. This work thus speaks to these gaps within the sociolinguistic literature and provides strong evidence that /s/ variation is a valuable resource for some French and German men in the construction of a certain type of gay identity.

Sexual minority individuals suffer stigmatization which often predicts negative mental health outcomes and low self-esteem. However, specific dimensions of identity have been shown to buffer against negative outcomes in racial minorities and other stigmatized groups. Yet, limited research has examined identity as a buffer for sexual minorities. This thesis aimed to explore the moderating role of identity characteristics between sexual stigma and mental health outcomes. Findings in a sample of 209 gays, lesbians, and bisexuals suggested that public stigma, centrality, and private regard predict psychological distress. Private regard also emerged as a predictor of self-esteem. Additionally, centrality and public stigma interacted such that those who reported higher centrality of sexual minority identity did not report decrements to self-esteem in the face of public stigma to the extent as those who reported lower centrality. These findings suggest centrality and private regard are key factors in the psychological well-being of sexual minorities.

Poverty is a widely researched topic in economics. However, despite growing research on the economic lives of lesbians and gay men in the United States since the mid 1990s, very little is known about poverty in same-sex couple households. This study uses American Community Survey data from 2010 to 2014 to calculate poverty rates for households headed by different-sex versus same-sex couples. Comparing households with similar characteristics, the results show that those headed by same-sex couples are more likely to be in poverty than those headed by different-sex married couples. Despite that overall disadvantage, a decomposition of the poverty risk shows that same-sex couples are protected from poverty by their higher levels of education and labor force participation, and their lower probability of having a child in the home. Lastly, the role of gender - above and beyond sexual orientation - is clear in the greater vulnerability to poverty for lesbian couples.

Acculturation process has been associated with various mental health outcomes among Taiwanese/Chinese international students (Wang & Mallinckrodt, 2006; Zhang & Goodson, 2011), and those who also identify as sexual orientation minority may have unique acculturation processes compared to their heterosexual counterparts (Oba & Pope, 2013; Quach, Todd, Hepp, & Mancini, 2013). Limited understanding has been established on the impact of dual cultural exposures and the multiple marginalized identities may have on international sexual orientation minority’s sexual orientation identity development, particularly for women from countries with Chinese cultural heritages. Using Consensual Qualitative Research method, this dissertation focuses on gaining understanding of the experiences of Taiwanese sexual orientation minority women (nǚ tongzhi) developing sexual orientation identity during their residence in the U.S. Results indicate the overall accepting social and political atmosphere in the U.S. was an important factor in the acculturation and enculturation processes for Taiwanese nǚ tongzhi. Yet, these women experienced acculturative stress and multiple minority stress against their multifaceted identity. They also reported acculturative stress upon re-entry to Taiwan regarding managing their identity disclosure, and experiences of pressure to conform to cultural norms related to gender and heteronormative family structure. The manuscript concludes with strengths and limitations of the present study, suggestions for future research, and clinical implications for counseling psychologists.

There is little known about the daily lives of gay teachers at school. Studies have been conducted in this area, but the wide range of individual life experiences makes it difficult to define the gay teacher experience. Gay teachers geographic location, gender, age,and race, are a few of those factors that will have a direct influence upon their lives.Therefore, I believe more focused, regional or case studies will yield better understandings of the lives that gay teachers lead at school. Until now, no other study had investigated the lives of gay teachers in West Central Florida. I decided to focus this study on male teachers who teach in secondary schools because I believe the lesbian experience at school differs to such a degree to warrant aseparate study for them. I also believe that secondary teachers must confront controversial issues that are connected to the mandated curriculum and a more mature student audience that will be more apt to ask questions about those issues to a far greater extent than elementary school students. The purpose of this study was to investigate the lived experiences of gay male teachers in West Central Florida and uncover their understandings of various key issues:the perceived impact of their sexual orientation on curricular decision-making, the perceived impact of their sexual orientation on classroom management, and their understandings of the perceived barriers to addressing homophobic language and coming out at school. After six months of conducting personal interviews, engaging in telephone conversations, and exchanging electronic mail messages with the seven participants inthis study, my analysis of the data resulted in the emergence of ten themes: (1) gay themed materials in the classroom, (2) interactions with students perceived to be gay, (3)separation of informants private lives from life at school, (4) informants perceptions ofproper conduct by a gay male teacher, (5) challenges and problems faced by the informants at school, (6) informants understandings of how students use homophobic language, (7) informants use of humor in the classroom, (8) informants relationships and interactions with colleagues at school, (9) informants perceptions of the acceptance of gay male teachers, and (10) informants perceived special talents of gay male teachers. In the end, all seven informants shared their unique stories, but demonstrated some commonalities as well. All of them addressed gay-themed issues when they came up in class, all addressed homophobic language to some degree, and, with the exception of one individual, most agreed that it was best for gay male teachers to remain closeted at work, even if they personally wished that it could be different. I believe the one dissenting voice offers hope that at some time in the near future, gay male teachers will be able to be out at school despite the negative stereotypes that surround them. Further, the one dissenter demonstrated his ability to help all students better understand diversity, and his presence increases the possibility that someday teachers, administrators, and students will all be more open to accept the existence of and the performance of multiple forms of masculinity at school.

Abstract Existing research has shown that gender stereotypes regarding characteristics of men and women influence others' perceptions of their fit with organizational roles, including leadership roles (cf. Eagly & Karau, 2002). However, little research has examined stereotypes regarding other demographic characteristics (e.g., race, sexual orientation) and how they may interact with gender stereotypes to influence leadership evaluations. The current study examined whether leader gender and sexual orientation interact to influence subordinates' evaluations of leader effectiveness, likability, and boss desirability using an experimental design. In addition to examining whether leader gender and sexual orientation interacted to predict leader evaluations, the present study also examined why, or the mechanisms, that underlie these effects. Specifically, the present study evaluated two potential mediators: (1) role incongruity, perceptions that there is a misfit between the characteristics of an individual and the role on communality (or warmth) and agency (or competence) and (2) moral outrage, affective reactions of contempt, anger, and disgust toward individuals and/or groups who violate societal mores. Results indicate that gay and lesbian leaders were perceived to be less agentic and more communal than their heterosexual counterparts, though leader gender and sexual orientation did not interact in predicting perceptions of agency and communality. Furthermore, in the full sample, leader gender and sexual orientation interacted to predict moral outrage. When examining moderated mediation analyses, moral outrage mediated the relationship between leader demographics and evaluations of leader effectiveness (but not leader likability) for gay male leaders. Results from the present study helps to inform researchers and practitioners regarding how and why stereotypes influence others' leadership evaluations and suggest entry points for interventions designed to minimize discrimination against sexual minorities in organizational settings.

Lesbian, gay, bisexual, and transgender (LGBT) students have unique experiences on campus such as discrimination, exclusivity, and homo/transphobia. Stated simply, this research project intends to address these issues by 1) identify students' perceptions of gender identity and sexual orientation diversity on campus, 2) identify the experiences of LGBT students during their time at the institution, and 3) acknowledge suggestions from the student body for ways the University being studied is, or may continue to be, inclusive of sexual orientation and gender identity. Through the application of the campus climate framework and modification of existing climate surveys, a student-centered campus climate survey was distributed to various classes and student organizations. After a distribution period of seven weeks, the analysis of the data brought about many findings. This study determined that, while students acknowledge that the University attempts to be inclusive, LGBT students continue to experience harassment and discrimination. Individual and systematic interventions as well as suggestions for resource expansion were also provided by students as a means to cultivate a more welcoming environment. With a concluding recommendation that research should continue to be conducted thoroughly and regularly, the University should consider this study the tip of an iceberg when attempting to understand students' perceptions of campus climate. More systematic and intersectional research needs be conducted on campus to determine the how varying student populations interpret everyday life on their college campus.

Thesis (MA(Counselling Psychology)--University of Pretoria, 2006. / Includes bibliographical references (leaves 71-75).

<p>Under ungdomsåren sker stora förändringar, både fysiskt och psykiskt. Utforskandet av sexualiteten blir mer aktuell och den sexuella identiteten och den sexuella läggningen kan genomgå förändringar. Viktiga aspekter för att identifiera sig med den sexuella läggningen anses av vissa forskare vara självkänsla, nära socialt stöd och ifrågasättande. Syftet med denna studie är att finna svar på hur mönster av dessa faktorer kan påverka den sexuella identiteten bland gymnasieungdomar. Studien genomfördes med en kvantitativ ansats. En klusteranalys genomfördes för att söka svar på vilka mönster som ökar sannolikheten för att ungdomarna skall identifiera sig med sin egna sexuella läggning. Studien fann att den faktor i mönstret som följer identifiering med den egna sexuella läggningen är självkänsla.</p>