Abstract
In a recent position statement, the National Association of Gifted Children argued the importance of providing equitable treatment of Lesbian, Gay, Bisexual, Transgender, Queer and other sexual and gender minority individuals (LGBTQ+) gifted youth to help them maximize their potential. However, there are very few empirical studies focusing on the intersection of giftedness and gender identities. Little is known regarding these students’ experience at, and outside of, school. Focusing on the individual process of gender identity development and self-acceptance, we interviewed nine LGBTQ+ postsecondary students in North America (aged between 19 and 29 years) who are graduates of an academically focused high school in Turkey. In particular, we studied their ways of thinking, stress coping strategies, and environmental factors that may have enabled their self-acceptance of LGBTQ+ identities. Findings of the study show that the mental health of LGBTQ+ is a function of individual factors (e.g., coping strategies), structural factors (e.g., a homophobic sociocultural environment), and the context. The findings also indicate the benefits of complexity and reflectiveness in thinking, metacognition and the ability to separate identity labels from identities, enabled by high school peer support, liberal curriculum and classroom discussions, and access to information during adolescence.
Highlights
Despite efforts to create structural inclusion (Peters, 2003) and provide mental health resources (Zeeman et al, 2018), Lesbian, Gay, Bisexual, Transgender, Queer and other sexual and gender minority individuals (LGBTQ+) tend to suffer more mental health challenges than their heterosexual peers (Cochran et al, 2006; Eisenberg & Resnick, 2006; Göçmen & Yılmaz, 2017)
In countries where LGBTQ+ individuals are not recognized as equal citizens or protected by antidiscrimination legislation, LGBTQ+ individuals can face more diverse forms of discrimination that exacerbate mental health issues and even hate crimes leading to life threating conditions (Amnesty International, 2011; Bereket & Adam, 2006; Fishman, 2013; Human Rights Watch, 2008; “Straight but Narrow,” 2012; Office for Democratic Institutions and Human Rights, 2005; Yılmaz & Göçmen, 2016)
We discuss helpful ways of thinking, stress coping, and environmental factors that might be conducive to gender identity development and self-acceptance
Summary
Despite efforts to create structural inclusion (Peters, 2003) and provide mental health resources (Zeeman et al, 2018), Lesbian, Gay, Bisexual, Transgender, Queer and other sexual and gender minority individuals (LGBTQ+) tend to suffer more mental health challenges than their heterosexual peers (Cochran et al, 2006; Eisenberg & Resnick, 2006; Göçmen & Yılmaz, 2017). The availability and accessibility of information regarding LGBTQ+ (e.g., through social media and the Internet) could help with clearing confusion and soliciting supports (Hutcheson & Tieso, 2014) Since both giftedness and LGBTQ+ status are less visible (in comparison with some more visible traits, such as race or physical disabilities), students at the intersection of both categories can feel doubly alienated, and potentially suffer from more mental health issues, if their educational needs are unnoticed. A safe environment where LGBTQ+ individuals can develop an open attitude towards their own sexualities is conducive to talent development and self-actualization (Hewlett & Sumberg, 2011; Hutcheson & Tieso, 2014; Keener, 2013)
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