The impact of homonegativity on both sexual minorities and heterosexuals is profoundly debilitating. Due to the implicit power of their privileged status, heterosexually-identified individuals can serve a crucial role as allies in eliminating sexual minority oppression. Because minimal research exists around heterosexual identity issues, broadly, and sexual minority ally development, specifically, it is difficult to promote such ally work without a clear understanding of the developmental processes and motivational issues that lead heterosexuals to sexual minority social justice action. The current study sought to explore the developmental experiences of heterosexuallyidentified exemplars who work in their communities for sexual minority social justice. The present investigation was conducted through interviews with 12 individuals who demonstrated commitment to sexual minority volunteer work. Through the use of a discovery-oriented interviewing methodology, participants revealed the paths they have taken as they committed to social justice ally work alongside sexual minority activists. The qualitative data collected were subjected to a systematic, collaborative analysis by a team of researchers. The results revealed six general themes that arose from these participants stories, and specified subcategories within each domain: Early Family Modeling (positive modeling and negative modeling), Recognition of Oppression and Privilege (recognition of LGBT individual oppression, recognition of the oppression of others, recognition of oppression directed at oneself, recognition of ones own privilege, and recognition of others privilege), Response to Recognition (emotional reactions, taking responsibility, and behavioral reactions), Impact of Values/Attitudes (equality, attitudes about sexual orientation, personal responsibility, valuing diversity, and religious/spiritual beliefs), Reactions to Ally Work from Others (positive support from family/friends, negative reactions from local community, positive reactions from local community, positive reactions from LGBT community, and negative reactions from LGBT community), and Rewards from Ally Work (making a difference, friendships and connections, and other rewards). These findings highlighted key elements that contribute to the development of sexual minority allies. Interdependence with and empathy for others were vital elements of this growth. These often developed from encounters with otherness and led to greater involvement with social justice action. Finally, homophobia was revealed as a significant barrier to ally identification. Methods for cultivating developmental experiences are outlined.

This qualitative practitioner research study examined a ninth-grade young adult (YA) queer book club curriculum and culturally relevant pedagogy. Students read two out of nine queer-themed YA novels paired with a collection of nonfiction and media on topics that ranged from rethinking gender norms in society to historical issues that impact people with intersectional queer identities. The author collaboratively designed, planned, and taught the 6-week unit at the center of the study, Disrupting Dominant Narratives and Queer Book Clubs, using a critical queer pedagogy framework. The findings illuminated the ways in which pedagogy that nurtures and prizes student voice, critical reading, discussion, and humanizing classroom discourse work to situate students as empathic critical readers and writers of the world. The findings suggest that analyzing queer- themed literature moves students to build empathy, disrupts oppression, and humanizes people of all identities, thus empowering youth as producers and consumers of knowledge that facilitates their growth and supports queer and questioning youth. In addition, students found common experiences as teenagers with the queer characters across the novels, therby affirming the decision to use exclusively YA fiction for the book club and serving to aid in disrupting dominant discourses about queer youth. The study concludes with a suggestion for seven implications for practice and a call for further research that aims to advance culturally relevant queer pedagogy.

Recent researchers have highlighted the need to consider the lesbian, gay, bisexual, transgender, and queer (LGBTQ) individual's experience in various social contexts. Only a few studies have examined LGBTQ adolescent and young adult religious experiences. In the current study, 106 LGBTQ adolescent and young adults (18-24 years) were surveyed to gain a better understanding of LGBTQ religious experience, identity integration and the relationship between LGBTQ religiosity and psychosocial outcomes. A multidimensional understanding of LGBTQ religious experiences is presented; participants exhibited a propensity to disidentify with religion and reported religious and sexual identity conflict. While participants did not report a high degree of religious and sexual identity integration, factors related to successful identity integration are presented. Finally, levels of reported depressive symptoms, self-esteem, and minority stress are discussed with suggestions for future research.

Sexual minority women have been repeatedly overlooked in violence against women research. As a result, we know little about the experiences and needs of non-heterosexual or gender non-conforming survivors. Given the paucity of information available on this topic, this study was exploratory in nature and used a phenomenological approach. Open-ended, unstructured interviews focused on the lived experience of surviving sexual violence and the impact that this experience has had on the survivors’ same-sex sexuality. While a number of reoccurring themes generated from this project are well represented within the broad and well-developed canon of sexual violence research, participants also introduced features unique to LBQ and same-sex attracted women. Results from this project are intended to begin a long overdue dialogue about the needs of this understudied community of survivors.

Thesis (Ph. D.)--University of North Texas, 2003. / Title from PDF t.p. (viewed on May 8, 2006). Includes bibliographical references (p. 80-95).

Lesbian, Gay, and Bisexual youth are at increased risk for the use of substances (Moon, Fornili & O’Briant, 2007; Remafedi, 1987), including cigarettes, alcohol, marijuana, cocaine, and ecstasy (Bontempo & D’Augelli, 2002; Corliss, Rosario, Wypij, Wylie, Frazier & Austin, 2010). Currently, no interventions exist designed to meet the needs of LGB adolescents (NREPP, 2011), and little theory exists to explain substance use by LG adolescents. To begin the process of developing tailored interventions, this three-study dissertation sought to: (1) explore the perspectives of LGB youth, and identify their perspectives on unique prevention development, (2) systematically review the empirical literature on culturally based risk factors in LGB youth and to identify most relevant salient themes for testing, and (3) explore the relationship between identified minority related stressors and substance use patterns in a large sample of LGB youth. Findings indicate that LGB adolescents have unique cultural experiences not captured in current prevention programming. Additionally, five constructs from minority stress are described, and their relationship to marijuana use is explained. Future research should focus on the development of better measurement instruments for minority stress in LGB adolescents and the exploration of its impact on behavioral health outcomes. / text

Belonging is a basic and fundamental human need (Baumeister, & Leary, 1995) that is associated with psychosocial health (Cohen, 2004). Unfortunately, community belonging is a challenge for those with a bisexual identity. Binegativity, minority stress, and the invisibility of bisexual-identities may interfere with attempts to develop a sense of community belonging (Bradford, 2004). Little systematic research has examined bisexual-identified people’s perceptions and experiences of belonging to a community. This project addressed the question, “What are bisexual individuals’ experiences of community belonging/social exclusion?” Semi-structured interviews were conducted with a sample of 12 bisexual-identified persons. Interview transcripts were analyzed using a constructivist grounded theory methodology (Charmaz, 2006). Findings indicated that bisexual-identified persons encountered stigma and at times concealed their sexuality in order to create community belonging. However, risking authenticity, rather than concealing identity, seemed to help participants deal with stigma and develop more meaningful community belonging. Bisexual-identified persons who risk disclosing their identity and develop a sense of authenticity may increase their opportunities for community belonging. These findings are discussed in relation to their implications for counseling bisexual-identified persons and educating the communities in which they live.

Sexual minorities or those minoritized as a result of the expressed or assumed sexual orientations and identities (i.e., lesbian, gay, bisexual, transgender, queer), by virtue of their sometimes stigmatized identities, oftentimes report deleterious and unprovoked experiences of harassment, victimization, and prejudice. For several decades, research has confirmed that lesbian, gay, and bisexual individuals are at high risk for maladaptive outcomes, including higher rates of suicidality, depression, substance use and abuse, and anxiety disorders. The goal of this dissertation was to 1) document and compare these disparities across two cultures, 2) disentangle social support systems that are important to sexual minorities, and 3) identify factors that best protect sexual minorities against the effects of bias-based bullying. Large datasets were used to compare, understand, and trace the processes of interpersonal relational support on adjustment for sexual minorities. Specifically, different cultural normativities were hypothesized to explain differences in adjustment across culture, parent support was hypothesized to be most associated with lower depression and higher self-esteem, and parent acceptance was expected to buffer the relation between bias-based bullying and depression for sexual minorities. These expectations were generally supported and demonstrate the clear role that parents and friends contribute to mental health for sexual minorities. Implications for future research, parents, teachers, and other stakeholders are discussed in different contexts of sexual minority adjustment.

Thesis (M.A. in human development)--Washington State University, May 2008. / Includes bibliographical references (p. 58-63).

Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2007. / "A dissertation in counseling psychology." Advisor: Changming Duan. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed July 30, 2008. Includes bibliographical references (leaves 114-129). Online version of the print edition.