Identities and Identity Transformations Among Persons with HIV Disease

Drawing on a pendulum model of identity transformation (i.e. viewing identity as a fluid, dual-directional construct), the processes by which a mostly gay sample of persons with HIV disease develop and adopt HIV-related identities is examined. Through in-depth interviews with 63 persons living with HIV disease in Kentucky, Ohio, and Indiana, individual experiences and responses to illness are explored. Recognition of biographical disruptions and critical milestones in identity transformations are discussed and presented as the events that constitute the alteration of identity. Three critical milestones are identified in the transformation process: testing for HIV antibodies, disease validation and diagnosis, and disclosure of HIV positivity. Responses to these milestones—catastrophizing, minimizing and ignoring, and adaptation—are presented as primary constitutive processes that lead individuals through the formulation of an HIV identity. Resulting, transformed identities are those of being HIV Positive, Living with HIV, and as a Person with AIDS. Identities are examined as fluid constructs, drawing upon aspects of both the physiological and social aspects of self.     

Modeling the impact of social discrimination on the physical and mental health of Portuguese gay,lesbian and bisexual people

Background: Despite growing acceptance of same-sex sexuality in Portugal, identity development of lesbian, gay and bisexual (LGB) individuals is still restricted by negative societal attitudes, which maintain the experience of stigmatization and discrimination. The purpose of this study is to document the frequency of discriminatory events experienced by sexual minorities and their association with indicators of physical and mental health in Portugal. Methods: A total of 610 LGB participants completed an online survey (mean age?=?34.48, SD?=?11.54). Most participants were single and self-identified as gay (73.8%). The survey included five categories of survey items: demographic information, social support, physical health, mental health, and discrimination experiences. Results: Physical and mental health results revealed that bisexual people were more likely to report higher levels of psychological distress than gay men. Overall, between one-fifth and one-fourth of the participants in this sample frequently felt the need to hide their sexual orientation to prevent discrimination experiences across the different settings. Regarding actual discrimination experiences, close to 20% reported having suffered from verbal abuse, followed by close to 10% who suffered from written threats, harassment, and physical threats. A hierarchical multiple regression analysis was performed to assess the effects of anticipated and actual discrimination on mental health. Possible confounding variables were added in the first block – age, sexual orientation, being in a relationship, body mass index, and HIV status. Anticipated and actual discrimination experiences were added in the second block. The first block of the analysis explained 6% of the overall variance, while the second block – discrimination experiences – explained an additional 17%. Conclusion: Portuguese culture and stigma/discrimination create discriminatory experiences which impact LGB people's health. Unless policies are changed to allow for the acceptance of LGB people, they will continue to experience violence and discrimination as a result of homophobia.     

Knowledge,Tasks and Strategies for Teaching About Persons with Disabilities

Abstract

Persons with disabilities are a distinct and insular minority group within the United States. Given the fact that social workers offer critical social services to this group, it is important for social work programs to offer meaningful curriculum content on persons with disabilities. This article presents key issues that social work educators should find useful for teaching about persons with disabilities. Specifically, a discussion is offered on the disability civil rights movement, the culture of disability, models for defining disability, knowledge areas on disability issues, teaching tasks and strategies for focusing on persons with disabilities.     

“You Have to Be Strong to Be Gay”: Bullying and Educational Attainment in LGB New Zealanders

SUMMARY

Lesbian, gay and bisexual (LGB) persons in New Zealand are highly vulnerable to bullying, although bullying appears to have evolved from physical to primarily verbal abuse. Data from the Lavender Islands national study of 2,269 LGBs in New Zealand suggest that coming out early as LGB appears associated with lower levels of educational attainment, which in turn is associated with bullying and verbal assault. LGBs with higher educational attainment are more satisfied with an LGB identity than those with lower educational attainment. The data suggest that the consequences of bullying and assault may be longer term and more far-reaching than even the psychological challenges found in the literature. Consequences may include lower lifelong levels of satisfaction with an LGB identity, and an early coming out “penalty” in education. Quantitative data are supported by the unprompted narratives of respondents who expressed difficulties within the high school environment. The study also found relatively high levels of teacher discrimination and verbal assault reported by high educational attainers. In general, LGB educational attainers may perhaps be more appropriately called “educational survivors.”     

Contextualizing Race,Culture, and Identity for Transracially and Internationally Adopted Persons: Lessons from a Personal and Professional Journey

Abstract

To better understand the path towards identity formation for transracially adopted persons (TRAs), this paper analyzes the issues that must be considered when examining the navigation of racial and cultural identity for individuals who were adopted transracially. This paper includes an analysis of the issues of oppression, power, and privilege for individuals who were adopted by parents who are racially different from the adoptees themselves. The complexity of how culture, race, and adoption status affect the oppression, internalized oppression, privilege, and power experiences of transracially adopted individuals is explored, with particular attention to the implications for identity development.     

西方残障身份发展理论述评及本土化思考

积极的残障身份认同对残障者本身具有重要意义,残障身份发展是残障者实现身份认同的路径,理解残障身份发展的过程也可以让残疾人工作者更好地为残障者提供教育、康复等相关服务。本文通过梳理较为典型的西方残障身份发展理论,结合国内残障身份相关研究及本土社会文化背景展开讨论。文章认为,在西方残障身份发展理论框架下,残障者形成积极身份认同的关键在于认同并融入一套在残障社区内共享的残障文化,而在我国社会文化背景下,目前并没有一套成体系的残障文化,残障者也难以体会残障的文化身份感,国内残障者的身份认同缺少本土残障文化依靠。     

Out of the Closet and into the Classroom: A Survey of Lesbian, Gay, and Bisexual Educators' Classroom Strategies and Experiences in Colleges and Universities

Higher education has made great progress in creating open classroom and organizational environments for diverse populations. However, little research has been published on the experiences of lesbians, gay men, and bisexuals (LGB) in college and university classrooms. The primary purpose of this study is to identify the strategies used by LGB educators to incorporate LGB issues, concerns, and experiences into college and university classrooms. To provide a context for these efforts, the secondary purpose of this study is to examine educators' experiences as LGBs in the classroom and within higher education in general. Toward these ends, the study presents the results of a survey that examined specific classroom strategies used by LGB educators and administrators and their experiences in the classroom and within departments in college and university settings. The survey revealed that LGBs are actively working to enhance classroom environments through a variety of empowerment strategies; they also encounter positive experiences within the classroom and within academic organizations as a whole.     

Victimization experiences of lesbian, gay, and bisexual individuals: a meta-analysis

This meta-analysis quantitatively compiled the results of studies from 1992 to 2009 to determine the prevalence and types of victimization experienced by lesbian, gay, and bisexual (LGB) individuals. Based on the results of three searches, 386 studies were retrieved and coded. Comparisons were made across all LGB individuals (138 studies), between LGB and heterosexual individuals (65 studies), and between LGB females and males (53 studies), with over 500,000 participants. Multiple types of victimization were coded, including discrimination, physical assault, and school victimization. Findings revealed that for LGB individuals, reports of victimization experiences were substantial (e.g., 55% experienced verbal harassment, and 41% experienced discrimination) and some types have increased since a 1992 review, while others have decreased. LGB individuals experienced greater rates of victimization than heterosexual individuals (range: d = .04–.58). LGB males experienced some types of victimization more than LGB females (e.g., weapon assault and being robbed) but, overall, the gender differences were small. It can be concluded that LGB individuals still experience a substantial amount of victimization. Implications for research methods are discussed, including recommendations for sampling and measurement of victimization.

[Supplementary materials are available for this article. Go to the publisher's online edition of Journal of Sex Research for the following free supplemental resource(s): Supplementary Tables. These tables are referred to in the text of this article as “Table S1,” “Table S2,” etc.]     

Essential components of curricula for preparing therapists to work effectively with lesbian, gay, and bisexual clients: a Delphi study

The purpose of this study was to determine the knowledge, experiences, and values that therapists should possess to provide quality therapy services to lesbian, gay, and bisexual (LGB) persons and their families. Using the Delphi method, consensus from a panel of experts on LGB topics was obtained on the components that training curricula should ideally include to prepare therapists adequately to work with this population. Panelists provide suggestions for important therapist values and qualities, key theoretical orientations, common issues of LGB clients and their support persons, key components of assessment and interventions, ethical and legal issues, and recommended materials. The panelists stress self-of-the-therapist work and development of a systemic perspective as critical aspects of training. The role of sexuality was deemphasized. Recommendations to training programs based on these findings are provided.     

The Effects of Simultaneous Developmental Processes: Factors Relating to the Career Development of Lesbian,Gay, and Bisexual Youth

C. Hetherington (1991) hypothesized that lesbian, gay, and bisexual (LGB) adolescents may experience a “bottleneck effect” in career development because of internal psychological energy focusing on issues surrounding sexual identity. This assertion has not yet been tested, however, in the career development literature. The authors examined the relationship between variables indicative of psychological resources being devoted to managing an LGB identity, social support, and career development. Survey data from 102 LGB youth demonstrated that inner sexual identity conflict and social support predicted unique and shared variance in career maturity and vocational indecision, lending empirical support to the bottleneck hypothesis.     

About Steaks Liking to be Eaten: The Conflicting Views of Symbolic Interactions and Talcott Parsons Concerning the Nature of Relations Between Persons and Nonhuman Objects

Reasoning on the basis of the nature of a series of characteristics of social systems, Talcott Parsons asserted that relations of persons with others are interactional, but that their relations with what he called nonsocial objects-physical and cultural objects-are other than interactional. Logical as well as common sense considerations show that persons do interact both with categories of objects. Symbolic interactionists hold that interaction of persons with nonhuman objects-their designation of what Parsons called nonsocial objects-occurs during the course of the persons taking the roles of such objects internally with presumed mutuality, that is thinking about them, and interpreting them as one or another of three different kinds of signs. In the symbolic interactionist perspective, the overarching background of all interaction is the active self mediating reflexively between the persons and whatever kinds of objects with which they are involved.     

Conservative Christian teachers: possible consequences for lesbian,gay and bisexual youth

This essay explores the effects evangelical and/or fundamentalist Christian educators could have on the experiences of lesbian, gay and bisexual (LGB) individuals in schools. Evangelical and/or fundamentalist Christian educators’ beliefs about LGB individuals may be at odds with the goals of equity, social justice and activism a true multicultural education provides. Teacher educators, in particular multicultural teacher educators, must understand the historical and social influences Christianity has on how LGB persons are perceived and how teachers who are fundamentalist and/or evangelical may consciously or unconsciously oppress and marginalize these students and other LGB members of the education community.     

Lesbian,gay, and bisexual religiosity across the life span: Associations with group identification and identity salience

This study explores the intersection of sexual and religious identities in lesbian, gay, and bisexual (LGB) individuals by looking at variables associated with religiosity in this community. Ordinary least squares (OLS) regression analysis was used to explore variables that are associated with religiosity in sexual minority individuals. Religious history, connection to the LGB community, and being a person of color were associated with higher levels of religiosity. Feeling that one’s LGB identity is an important part of their identity was associated with lower levels of religiosity. Implications for the LGB community are discussed.     

Neighborhood Experiences and Community Integration

Abstract

This exploratory study examines the social interactional aspect of community integration among persons with psychiatric disabilities. Six focus groups were conducted with 18 mental health consumers in three publicly sponsored community residential programs and 11 staff members providing services to these consumers. Mental health consumers reported both positive and negative experiences in their interactions with community residents. Despite perceived differences between persons with psychiatric disabilities and their neighbors, consumers considered reciprocity and mutual accommodation to be critical for building social relationships in their communities. Mental health providers suggested that social integration can be facilitated by developing independent living and social skills, by overcoming self-stigma and institutional and homeless mindsets, and by having a supportive community of consumers.     

A Qualitative Study of Middle Eastern/Arab American Sexual Minority Identity Development

The development of one's sexual minority identity is often stunted by a heterosexist society. For individuals with multiple minority oppressions, this process becomes even more complicated. As such, there has been a call among researchers for more empirical research on the experiences of lesbian, gay, bisexual (LGB) individuals from racial/ethnic minority groups. This study uses qualitative methods to fill gaps in the literature related to identity development among same-gender attracted Middle Eastern/Arab individuals living in the United States. From 12 interviews, 13 themes associated with intersectionality, race/ethnicity, sexual identity development, discrimination, stigma, oppression, and invisibility. Themes, subthemes, and their implications are discussed.     

Complex Families and Late‐Life Outcomes Among Elderly Persons: Disability,Institutionalization, and Longevity

The authors examined the effects of marital status and family structure on disability, institutionalization, and longevity for a nationally representative sample of elderly persons using Gompertz duration models applied to longitudinal data from 3 cohorts of the Health and Retirement Study (N = 11,481). They found that parents with only stepchildren have worse outcomes than parents with only biological children. Elderly mothers with only stepchildren become disabled and institutionalized sooner, and elderly men with only stepchildren have shorter longevity relative to their counterparts with only biological children. The effect of membership in a blended family differs by gender. Relative to those with only biological children, women in blended families have greater longevity and become disabled later, whereas men in blended families have reduced longevity. The findings indicate that changing marital patterns and increased complexity in family life have adverse effects on late‐life health outcomes.     

Authenticity and Career Decision-Making Self-Efficacy in Lesbian,Gay, and Bisexual College Students

Theories in career development have discussed the importance of career decision-making self-efficacy (CDMSE); however, there has been little development in this area for the lesbian, gay, and bisexual (LGB) community. Research has shown that LGB individuals may experience disruptions in career development if psychological energy is diverted to developing sexual identity. The present study sought to determine if authenticity, a strength-based characteristic, predicted CDMSE among LGB individuals. Survey results from 95 LGB-identified individuals indicated that components of authenticity, specifically unbiased processing and awareness, accounted for a significant amount of variance in CDMSE. Implications for social service professionals are discussed.     

The School Experiences of Same-Sex Attracted Students in the 14- to 19-Year-Old Secondary Sector in England: Within and Beyond the Safety and Tolerance Framework

SUMMARY

This article examines the social and political context within which lesbian, gay and bisexual (LGB) youth find themselves and, in doing so, a number of key issues are identified which have profound implications for the functions and responsibilities of schools in the United Kingdom. This article also considers how one secondary school and one Sixth Form College in south-east England are facilitating the gradual visibility of LGB students within a framework of safety and tolerance. In addition, attention is focussed on homophobic victimization identified by students and their experiences when disclosing sexual identity. Methods of data collection are outlined including focus groups with adolescent LGB identifying students, and a questionnaire survey distributed to 116 students (both heterosexual and LGB). Methodological issues are considered together with the difficulties of accessing same-sex attracted respondents and the ethical considerations which emerge as a consequence. Implications for policy and practice within the 14- to 19-year-old secondary sector and the possibility of moving beyond the framework of safety and tolerance are examined.     

The Role of Religion and Stress in Sexual Identity and Mental Health Among Lesbian,Gay, and Bisexual Youth

This study investigated religious stress, gay‐related stress, sexual identity, and mental health outcomes in lesbian, gay, and bisexual (LGB) adolescents and emerging adults. The model examined negative LGB identity as a mediator of the relationships between (1) religious stress and mental health, and (2) gay‐related stress and mental health. The data indicated that negative LGB identity fully accounted for both relationships. Findings suggest that a negative sense of sexual identity for LGB youth helps explain the links between religious and gay‐related stressors and mental health. As LGB youth may have limited control over these stressors, the importance of helping LGB youth maintain a positive LGB identity, despite homonegative messages from others, is discussed.