Interviewing Working-Class Gay Men Over the Internet

SUMMARY

Nine working-class gay men were interviewed over the Internet in relation to their life experience and their resilience in a homophobic, violent and AIDS infected world. The themes that emerged are consistent with the psychosocial focus of previous ethnographic research. These men appeared happy and content with their lives, adapting effectively to environments that are more accepting and supportive than previously assumed in the literature.     

Lesbian Health

ABSTRACT

Health care research suggests that lesbians may face unique physical and mental health risks, yet few studies make use of gender and sexuality theories to explain lesbian health. In this study, a social constructionist view of sexuality is used to examine the impact of lesbian identity on well-being. Drawing from nineteen intensive interviews with women who self-identify as lesbians, the results show that individuals' sexual identities change over time and are affected by their social environments. The data also demonstrate that sexual identity and social context have implications for well-being. Specifically, hostile environments, which are characterized by animosity toward gay men, lesbians, and others who do not conform to heteronormative gender expectations, are associated with distress over lesbian identity and with physical and mental health problems. By contrast, supportive environments, which many women report finding through feminism, facilitate the construction of a positive lesbian identity and enhance well-being.     

Discrimination Against Gay Men,Lesbians, and Transgender People Working in Education

Abstract

This paper explores the workplace experiences of 120 gay men, lesbians, and transgender people who were employed as teachers, academics, and educators. The data, drawn from a larger collaborative research project, explored the workplace experiences of 900 gay men, lesbians, and transgender people. Homophobic harassment and treatment were widespread amongst the lesbian, gay men, and transgender teachers, academics, and educators. The paper will utilize the stories of those who experienced discrimination to explicate the issues confronting gay men, lesbians, and transgender people who work in the education system.     

EDITOR's NOTES

Abstract

In order to uncover personal attributes and systemic influences involved in being accepting and supportive of their sons' gay identities, 14 members of a chapter of Parents and Friends of Lesbians and Gays were invited to describe their coming out processes as parents of gay sons. A qualitative approach examined parental definitions of acceptance, the parents' relationships with their sons, the parents' renditions of their coming out processes, and ecosystemic influences on the parents' coming out processes. Ethnographic content analysis suggested that the relevant attributes of parental personalities and their proximal environments were similar in this sample including emotional investment in the people involved, openness to new realities, and the capacity to find and use resources.     

Teachers' Views of Students with Gay or Lesbian Parents

Eighty-three female and 24 male teachers responded to an anonymous questionnaire exploring four aspects of teachers' views of students who have gay or lesbian parents: (1) exposure to and general knowledge about homosexuality, (2) attitudes towards gays and lesbians, (3) interactions with gay or lesbian parents, including school practices and policies, and (4) beliefs about problems experienced by students with gay and lesbian parents. Most teachers knew some gay males and lesbians, had limited education and knowledge about homosexuality, and possessed moderately tolerant attitudes towards gays and lesbians. They believed that students with gay or lesbian parents had more problems in social interaction but were more mature, tolerant, and self-reliant than other students. Open-ended questions about gay and lesbian parents and their children revealed a wide range of answers, ranging from very supportive to noticeably hostile.     

Negative Consequences

Abstract

This article reports the results of a qualitative study of self-identified HIV-Negative gay/bisexual men living in urban gay communities. The study explored the effects of living through nearly two decades of the AIDS pandemic. Most researchers have focused on those who are HIV-Positive. Those whose serostatus is HIV-Negative are rarely included, but are greatly affected by this disease. An increasing number of these men, especially younger men, are seroconverting. Forty-seven gay men returned a questionnaire asking about feelings on being HIV-Negative, dealing with grief, sexual practices, and relationship and caregiver issues. Many HIV-Negative gay men reported psychological problems such as depression and unresolved grief. Therapists and AIDS prevention educators need to attend to the special needs of this overlooked population.     

Support for gay and lesbian rights among social work students in Greece

This study explores social work students’ level of support for gay and lesbian rights. Respondents were all the students (N?=?460) attending classes in a Social Work Department in Greece. While students were generally supportive of gay and lesbian rights, a significant percentage believed that social workers should support gay and lesbian rights only when lesbians and gay men do not offend or upset others and their rights do not contradict the prevalent religion and societal values. Religiosity was an important correlate of students’ level of support for gay and lesbian rights. Findings are discussed in relation with social work education.     

Flourishing: Exploring Predictors of Mental Health Within the College Environment

Abstract

Objective: To explore the predictive factors of student mental health within the college environment. Participants: Students enrolled at 7 unique universities during years 2008 (n = 1,161) and 2009 (n = 1,459). Methods: Participants completed survey measures of mental health, consequences of alcohol use, and engagement in the college environment. Results: In addition to replicating previous findings related to Keyes’ Mental Health Continuum, multiple regression analysis revealed several predictors of college student mental health, including supportive college environments, students’ sense of belonging, professional confidence, and civic engagement. However, multiple measures of engaged learning were not found to predict mental health. Conclusions: Results suggest that supportive college environments foster student flourishing. Implications for promoting mental health across campus are discussed. Future research should build on exploratory findings and test confirmatory models to better understand relationships between the college environment and student flourishing.     

Impediments to Academic Performance of Bisexual College Students

Abstract

Objective: To investigate health-related impediments to academic success for bisexual college students. Participants: Respondents to the Fall 2011 American College Health Association–National College Health Assessment II (ACHA-NCHA II) survey who self-identified as bisexual, heterosexual, gay, or lesbian. Methods: Secondary analyses of the ACHA-NCHA II data were conducted to compare the experiences of bisexual students with both each other (bisexual men and bisexual women) and those of their nonbisexual counterparts (heterosexual and gay/lesbian students). Results: Bisexual college students are a large and distinct sexual minority group. On all measures with the exception of discrimination, bisexual college students reported the strongest threats to academic success of all sexual orientations. Conclusions: Given the unique impediments for bisexual students, college health professionals should consider specifically addressing needs for bisexual students, bisexual women in particular.     

Teaching Note—Technology-Enhanced Clinical Simulations: Tools for Practicing Clinical Skills in Online Social Work Programs

ABSTRACT

Technology-based simulations provide vehicles for social work students to practice clinical skills in online environments. This teaching note reviews 2 simulation tools educators may consider implementing in their training programs: virtual patients and Second Life. The current literature is presented discussing the use of these simulations in online learning programs. Suggestions for incorporating simulations into distance education programs are provided along with suggestions for future directions for research in this area. Educators are encouraged to examine these tools and further evaluate their feasibility, acceptability, and efficacy in building direct practice skills in online environments.     

“My Adoptive Father”

Abstract

Gay men's intimate life worlds have been the topic of some empirical inquiry since the late twentieth century. Drawing on the symbolism of love, friendship, and biology, these studies discuss the recent changes in queer communities that have shaped contemporary discourse about gay and lesbian family life. What appears missing in these intimate accounts are the lesser known readings of gay male intimate relationships which are both sensitive to the complex, interactive, and often contradictory experiences of everyday family life and attentive to the contextual ways these stories become constructed. This paper is a presentation of an experimental case study narrative which grapples with the practical, everyday considerations of what it means to create and sustain a supportive familial relationship between two gay men. Documenting the complexities of this contemporary familial arrangement provides us with some important opportunities for gay storytelling. In this instance, it allowed the author to better understand how two gay men like Ted and Simon came to construct their own notions of a father-son relationship. It also encourages us to explore how new gay identities and relationships are forged and negotiated over time through the biographical lens of family membership.     

Controversies in Sexuality Courses at Colleges and Universities in the 1990s

Summary

Sexuality educators have always had to face issues not typically encountered by those teaching other subjects. Over the past 25 years, the general social climate at colleges and universities has been supportive of sexuality education and has had a role in shaping sexuality courses. However, contemporary higher education and the sociopolitical climate of North America now present major challenges to sexuality education, greatly complicating the role of the sexuality educator. Among the many changes in climate, the single most significant difference may be a shift away from an emphasis on providing a personally enriching experience to an emphasis on providing a personally safe environment for all students. The implications of this are briefly discussed and illustrated.     

Interdisciplinary Collaboration for LGBTQ Students in Foster Care: Strategies for School Counselors

abstract

Unsafe and ill-prepared school environments exist for many lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in foster care. School counselors are uniquely positioned to develop safe and inclusive schools for this vulnerable student population; however, strategies for interdisciplinary collaboration and advocacy with schools, families, and systems incorporated with LGBTQ youth in foster care are limited. This article explores how school counselors can advocate across disciplines for LGBTQ youth in foster care, including K-12 education systems, family/caregivers, and social service organizations providers.     

Institutional responsibilities: providing placement for international students

ABSTRACT

Recent years have seen a rapid increase in the number of international students studying health professional degrees such as social work in Australia and internationally. Research indicates that placement educators perceive that extra time and effort is required to support international students on placement due to, for example, language barriers and cultural and educational differences. This paper reports on findings from a nationwide study investigating the experiences and support needs of placement educators who supervise international social work students. The data consists of 15 in-depth interviews and 66 survey responses from placement educators across Australia. Findings reveal that placement educators feel pressure from education providers to supervise international students, yet they also feel they lack support from the education provider to do so adequately. Placement educators cite a need to increase contact and coordination between agencies and education providers, including clarity around the education providers’ expectations of their supervision. Placement educators want closer working relationships between agencies and education providers to ensure rewarding and enriching experiences for both students and placement educators. Such findings suggest that increased institutional support for, and collaboration with, placement educators is required to sustainably maintain quality placements for international students.     

Including Curriculum Content on Lesbian and Gay Issues

Abstract

This paper presents a rationale for requiring content on lesbian and gay issues in the social work curriculum. Recent research suggests that a considerable percentage of social workers possess homophobic attitudes. Some support exists for making education a tool to reduce negative attitudes toward the gay population. However, students are unlikely to receive adequate information about this population before they enter the social work curriculum. The goals of including content on lesbian and gay issues are to decrease homophobic attitudes and to prepare students to provide effective social work practice with lesbian and gay clients. Methods and resources for incorporating content on lesbian and gay issues in human behavior, direct practice, policy, community organization and research courses of the social work curriculum are presented.     

Sticks and Stones Can Break Your Bones

Summary

Utilizing the narratives of 54 youths and 88 child welfare professionals, this article explores the experiences and lives of gay and lesbian youths in child welfare agencies in three cities—New York, Los Angeles, and Toronto—who have been subject to verbal harassment and physical violence within those systems. The author additionally explores the multiple layers of verbal harassment and violence in both the youths' families and in the foster care system, offering recommendations to social work practitioners interested in creating gay and lesbian affirming environments.     

The Views of Social Work Students Toward Gay and Lesbian Persons

Abstract

Since it is estimated that 2.5 to 9% of men and 1.5 to 4% of women in the U.S. population are gay or lesbian, it is very likely that social workers will encounter gay or lesbian people as clients, co-workers, and/or supervisors. The Council on Social Work Education stresses nonjudgmentalism and acceptance as important social work values and requires that undergraduate social work students be exposed to content concerning gay and lesbian persons. This study was designed to examine the differences between the views of students choosing a social work major and students choosing other majors. Generally, social work students exhibited more positive attitudes than did students in other majors, even after controlling for personal attributes such as religiosity, gender, age, race, and political affiliation.     

Are Peer Educators Really Peers?

Objective, Participants, and Methods: To determine whether peer educators are considered peers by their audiences, the authors compared 28 peer educators and 28 college students on their personal qualities using self-report surveys. Results: Students who wanted to become peer educators reported higher self-esteem, greater leadership skills, and fewer risky health behaviors than did demographically similar college students. However, peer educators appeared similar to their colleagues in terms of personal values and personality temperament. Conclusions: Although peer educators are natural leaders with strong self-esteem and more healthy behaviors, they appear to be quite similar to their audiences in regard to values and temperaments, making them successful role models and arguably true peers.     

Gay and Lesbian Couples at Home: Identity Work in Domestic Space

ABSTRACT

Social research into gay/lesbian experiences of home has tended to posit domestic environments as alienating for gay/lesbian subjects, silencing their sexual identities. Meanwhile, work on the spatiality of sexual identity more broadly has largely focused on individuals or communities, not couples or households. In this context, this article aims to recover the importance of home for gay/lesbian couples. I explore how cohabiting gay/lesbian couples generate shared identities through domestic space, examining various ways in which these couples use homes to establish and consolidate their partnerships. Empirical data is drawn from twenty-three in-depth interviews with gay/lesbian Australians who are cohabiting, or have cohabited, with a long-term partner. The sample is largely limited to white, educated, middle-class gay men and lesbians living in urban Australia, providing an ethnographic window into the domestic identity-formation of a particular community of practice. Four key themes regarding “coupled identities” at home emerged from the interviews: (i) the importance of privacy and control at home for enabling gay/lesbian partnerships; (ii) the negotiated creation and use of shared domestic spaces; (iii) the accumulation and arrangement of household objects in those domestic spaces; and (iv) the importance of maintaining separate “personal” spaces for each partner for the well-being of the relationship.