"Coming out" is a unique experience for lesbian, gay, bisexual, and other sexual minority individuals (LGB+), yet it remains ill-defined within scholarship and is individually focused. This study investigates how same-gender couples negotiate relationship visibility and what motivates them to come out to others. A queer theoretical framework was used to explore how partners do outness. To address the needs of the literature, constructivist grounded theory methods were employed in analyzing the data. These findings showed that the majority of couples believed they had a "mutual understanding" of the rules and boundaries in place for relational visibility. In addition, the ways in which different individuals felt compelled to come out or stay in was impacted by their connection to the historical context of the Gay Rights movement. Clinical implications to help clinicians between in assessment and conceptualization in their work with members of the population were determined. / Ph. D. / “Coming out” is a unique experience for lesbian, gay, bisexual, and other sexual minority individuals (LGB+), yet the motivations for why individuals may choose to come out are underexplored. In addition, what it means to come out varies. This study investigates how same-gender couples negotiate their relational visibility and what motivates them to come out to others. To represent the strong influence of history and the oppression faced by LGB+ individuals and communities, a queer theoretical framework was used to guide this study and attend to the influences of power and privilege. These findings showed that the majority of couples believed they had a “mutual understanding” of the rules and boundaries in place for relational visibility and shared motivations in coming out. Clinical implications to help mental health professionals better serve these individuals, couples, and families were determined.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/83882 |
| Date | 06 July 2018 |
| Creators | Steelman, Sarah Michelle |
| Contributors | Adult Learning and Human Resource Development, Few-Demo, April L., Kaestle, Christine E., Dolbin-MacNab, Megan L., Van Eeden-Moorefield, Bradley Matheus |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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