<p>Syftet med detta examensarbete har varit att försöka förstå varför så få homosexuella ungdomar väljer att komma ut offentligt med sin homo-bisexualitet i gymnasieskolan. Min frågeställning löd ”Av vilka anledningar väljer så få gymnasieelever att öppet visa sin homo-bisexualitet”. Metoden jag använt består i tre kvalitativa intervjuer med två lärare och en rektor. Intervjuerna spelades in på band. Tre gymnasieklasser svarade också på en enkät bestående av tio frågor, sammanlagt deltog trettiotvå elever.</p><p>Resultatet av undersökningen visar att lärare och rektor inte har någon erfarenhet av öppet homo-bisexuella elever, och därmed inte känner sig insatta i problemet. De anser inte heller att homofobiska skällsord är vanligt förekommande i skolan. Majoriteten av eleverna känner heller inget obehag inför homo-bisexuella personer men anser att homofobiska skällsord är vanligt förekommande i skolan. Litteraturen och samtliga informanter är ense. Rädslan är stor för allmänhetens förlöjligande och fördömande av öppet homo-bisexuella personer.</p> / <p>The purpose of this examination work has been to understand why so few high school students choose to come out with their homo/bi sexuality. The question at issue were “Why are so few high school students open with their homo/bi sexuality?” The methods being used were three quality interviews with two teachers and one principal. The interviews were recorded on tape. Three high school classes answered a questionnaire, containing ten questions, in all there were thirty three students participating. The result of the survey shows that teachers and principals don’t know how to handle situations with openly homo/bisexual youth because of lack of experience. Their view is also that homophobic foul language isn’t commonly occurring in school. The majority of students don’t fell any discomfort in present of homo/bisexual students but consider that homophobic foul language is commonly used in school. Both the literature and all other sources are in agreement. Homosexual youth are afraid of people’s reactions and for them to condemn their sexual aptitude.</p>

Thesis (M.S.)--Naval Postgraduate School, 1997. / Includes bibliographical references (p. 117-119).

Syftet med detta examensarbete har varit att försöka förstå varför så få homosexuella ungdomar väljer att komma ut offentligt med sin homo-bisexualitet i gymnasieskolan. Min frågeställning löd ”Av vilka anledningar väljer så få gymnasieelever att öppet visa sin homo-bisexualitet”. Metoden jag använt består i tre kvalitativa intervjuer med två lärare och en rektor. Intervjuerna spelades in på band. Tre gymnasieklasser svarade också på en enkät bestående av tio frågor, sammanlagt deltog trettiotvå elever. Resultatet av undersökningen visar att lärare och rektor inte har någon erfarenhet av öppet homo-bisexuella elever, och därmed inte känner sig insatta i problemet. De anser inte heller att homofobiska skällsord är vanligt förekommande i skolan. Majoriteten av eleverna känner heller inget obehag inför homo-bisexuella personer men anser att homofobiska skällsord är vanligt förekommande i skolan. Litteraturen och samtliga informanter är ense. Rädslan är stor för allmänhetens förlöjligande och fördömande av öppet homo-bisexuella personer. / The purpose of this examination work has been to understand why so few high school students choose to come out with their homo/bi sexuality. The question at issue were “Why are so few high school students open with their homo/bi sexuality?” The methods being used were three quality interviews with two teachers and one principal. The interviews were recorded on tape. Three high school classes answered a questionnaire, containing ten questions, in all there were thirty three students participating. The result of the survey shows that teachers and principals don’t know how to handle situations with openly homo/bisexual youth because of lack of experience. Their view is also that homophobic foul language isn’t commonly occurring in school. The majority of students don’t fell any discomfort in present of homo/bisexual students but consider that homophobic foul language is commonly used in school. Both the literature and all other sources are in agreement. Homosexual youth are afraid of people’s reactions and for them to condemn their sexual aptitude.

Violence against gay men occurs every day. Stories can be found in newspapers, magazines, and on the World Wide Web reporting these incidences, yet there has been little research done from a qualitative perspective that explores the impact of violence on the lives of gay men. How do gay men make sense of the experience and the affects that violence perpetuated against them has on their lives? This research project examines the experiences of gay men that have been victims of various levels of violence directed at them as a result of their sexual orientation and identity as gay men. Using a qualitative approach, six gay men were interviewed and shared their experiences through personal interviews. The data collected within the interviews was then analyzed using Grounded Theory as the methodology. As there has been little research done on the impact that gay bashing has on gay men’s lives, the main objective of the research was to explore the experience of gay bashing with gay men that have been victims of such violence and gain a better understanding of the issues related to this experience. This research will add to the knowledge base around the experiences of sexual minority men and provide information for social workers, medical practitioners, law enforcement agencies, teachers and other service providers that will encounter gay men that are victims of violence. It provides valuable information that can be used to shape policy and practice to better assist gay men that are victims of violence. It also provides a voice to the many men whose stories are never heard and whose experiences are often discounted. / February 2009

Thesis (M.A.)--Humboldt State University, 2009. / Includes bibliographical references (leaves 51-56). Also available via Humboldt Digital Scholar.

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 70-75).

Homometries : Representations of Homosexual Desire in Spanish Golden Age Literature traces literary representations of homosexuality during this period. Traditional criticism is written from a perspective that reflects the heteronormative idiosyncrasy that permeates this literature. In my study, I interpret the authors' textual imaginings and how they manipulate hegemonic ideals of identity and sexuality to highlight overt or encoded attempts to subvert the concept of transhistorical heterosexuality. My study valorizes "anachronistic" queer literature. It differs from those in the 1990s by averting from the consideration of homosexuality as a recent "invention". I revisit Spanish Golden Age texts to illustrate how human relations in this era can provide the spaces where alternative sexual identities can take hold. I propose five imperatives, one, it is necessary to admit that these texts incorporate not only hegemonic ideals but all the intensities of human desire; two, when these intensities have to do with homosexuality they are registered in three levels: codified, embedded in a homophobic concept, or silenced; three, when the codification appears in a positive context it can be identified through the rhetoric of homoeroticism or masculine love (homosociality would be the asexual variation and feminine love its lesbian counterpart); four, homophobia can be recognized in condemnatory, moralistic, or mockery situations; and five, the language of the closet exists in textual suggestions, in what is not pronounced but can be identified. Each chapter deals with and elaborates on each of these imperatives, with Chapter 1 acting as the theoretical platform. Chapter 2 focuses on homoeroticism through the poetry of don Juan de Arguijo. Chapter 3 studies a feminine man in the episode of Leandra and Vicente in Don Quijote, here, I propose the term, "homoscapes" (homo-relieves) as the identifiable characteristics of hegemonic gender transgressions. In Chapter 4, I revise Eve Kosofsky Sedgwick's homosociality to show how homosexual relationships between men could have been maintained in La boda entre dos maridos, a Lope de Vega play. Chapter 5 analyzes homophobia and its representations in Celos con celos se curan, a play by Tirso de Molina. And, Chapter 6 deals with the interpretation of the language of the closet in El castillo de Lindabridis, a play by Calderón de la Barca. / text

A Family Values discourse emerged at the beginning of the 20t h century when social welfare groups began to see "the family" as a solution to social problems. As the century ' wore on, the concept of the family came to take on a specific meaning of a heterosexual reproductive unit. During the 1950s a growing Christian Right movement began to lobby for the protection and promotion of the family. These Christian Right groups saw the family as a means of saving the country from the evils of communism and sexual perversions. A few issues came to be seen as of particular importance to the welfare of the traditional family. These issues, abortion, education, pornography and gay rights, among others became centerpieces of the 1990s Pro-Family Movement (PFM) platform within the New Christian Right. The purpose of this study is to examine the use of a Family Values discourse in the negotiation of educational policy around queer issues. In order to study the PFM's use of a Family Values discourse, a documentary analysis of documents surrounding the Surrey Book Banning in British Columbia was conducted. The Book Banning began when a number of teachers and members of Gay and Lesbian Educators (GALE) petitioned the provincial teachers union to include fighting heterosexism and homophobia among its committees for social justice. Following this approval of this resolution, the Surrey School Board, known for its P FM connections) banned GALE materials and three Kindergarten-Grade One books that presented same-sex couples. This banning resulted in an extensive legal battle. For this study, media reports and court documents were assembled to present a comprehensive history of the Book Banning case and its relationship to current gay rights activism and P FM organizations. An argument analysis of the affidavits from the case was also conducted to illustrate the specific Family Values arguments that the Surrey School Board employed. For this analysis, affidavits were divided by author and analyzed for argument content using a standardized argument format. Premise statements within affidavits were pulled out and coded according to common themes. The five argument themes that were explicated were Sexuality in the Home, Age Inappropriate, Favoring Homosexuals, Homosexuality is Immoral, and Unnecessary Resource.

Hate crime laws in both Canada and the United States purport to promote equality using the language of antidiscrimination law. National criminal codes in both countries authorize enhanced punishment for crimes motivated by “sexual orientation” but not “gender identity” or “gender expression.” Cities and states in the United States have also adopted hate crime laws, some of which denounce both homophobic and trans-phobic crimes. Hate crime penalty enhancement laws have been applied by courts in both Canada and the United States to establish a growing jurisprudence. In both countries, moreover, other hate crime laws contribute to official legal knowledge by regulating hate speech, hate crime statistics, and conduct equivalent to hate crimes in schools, workplaces, and elsewhere. Yet, despite the proliferation of hate crime laws and jurisprudence, governmental officials do not control all legal knowledge about hate crimes. Sociological “others” attend criminal sentencing proceedings and provide support to hate crime victims during prosecutions, but they also frame their own unofficial inquiries and announce their own classification decisions for hate-related events. In both Canada and the United States, nongovernmental groups contend both inside and outside official governmental channels to establish legal knowledge about homophobic and trans-phobic hate crimes. In two comparable Canadian and American cities, similar groups monitor and classify homophobic and trans-phobic attacks using a variety of information practices. Interviews with representatives of these groups reveal a relationship between the practices of each group and hate crime laws at each site. The results support one principal conclusion. The availability of local legislative power and a local mechanism for public review are key determinants of the sites and styles of nongovernmental contention about hate crimes. Where police gather and publish official hate crime statistics, the official classification system serves as both a site for mobilization, and a constraint on the styles of contention used by nongovernmental groups. Where police do not gather or publish hate crime statistics, nongovernmental groups are deprived of the resource represented by a local site for social contention, but their styles of contention are liberated from the subtle influences of an official hate crime classification system.

Šio darbo tikslas – išsiaiškinti jaunuolių nepakantos nuostatų raišką, tarpusavio ryšį ir socioedukacinių veiksnių įtaką jų raiškai, Šiaulių miesto studentų (Šiaulių universiteto, Šiaulių kolegijos) ir moksleivių (Šiaulių profesinės mokyklos) tarpe. Tyrimo instrumentas (autoritarizmo, autoritarinės šeimos struktūros, rasizmo, seksizmo, homofobijos skalės ir socioedukacinių faktorių blokas) - autorės sukurtas nepakantos nuostatų raiškos matavimo klausimynas - anketa. Magistro darbe, remiantis Lietuvos ir užsienio mokslinės literatūros analize, išanalizuotas nepakantos nuostatų kaip psichososialinio reiškinio konstruktas, atskleidžiant jo sampratą, struktūrą ir raiškos ypatumus; atskleista autoritarinių, rasistinių, seksistinių ir homofobiškų nuostatų raiška Šiaulių miesto jaunuolių populiacijoje, tarpusavio koreliaciniai ryšiai bei socioedukacinių veiksnių įtaka nuostatų raiškai. Tyrimas patvirtina autorės suformuluotą mokslinio tyrimo hipotezę, kad tarp visų nepakantos nuostatų yra teigiamas ryšys. Taip pat, pasitvirtino ir antroji hipotezė, kurioje teigiama, jog socialinių ir edukacinių faktorių įtaka nepakantos formų raiškai yra reikšminga. / The aim of this paper is to ascertain expression of intolerance attitudes of youth, their interplay and influence of socioeducational factors for attitudes expression in Siauliai University, Siauliai College and Siauliai professional school students population. The instrument of research (authoritarianism, authoritorian structure of the family, racism, sexism, homophobia scales and socioeducational factors unit) – attitudes measure questionnaire created by the author. By analyzing the foreign and local academical literature analyzed the intolerance attitudes as the psychosocial phenomenon construct, identifying the concept, structure and expression features; revealed the expression of the authoritarian, racist, homophobic and sexist attitudes of the youth population in the city of Siauliai, intercorrelation links and influence of socioeducational factors for attitudes expression The study author confirmed the research hypothesis, that between all intolerance attitudes there are positive link. Also confirmed the second hypotesis, which states that the social and educational factors influence is significant for intolerance attitudes expression.