Bisexual Families Research Articles

Cultural context matters: Testing the minority stress model among Chinese sexual minority men.

Minority stress theory (e.g., Meyer, 2003b), a model for understanding mental health disparities affecting sexual minorities, has primarily been tested in Western samples yet has not been carefully applied to the experiences of sexual minorities in a global context, including in East Asian countries. Combining minority stress theory with considerations of Chinese culture, the current study tested the associations among norm conformity, distal minority stressor (enacted stigma), proximal minority stressors (sexual identity concerns and concealment), lesbian, gay, and bisexual (LGB) family support, and psychological distress among Chinese sexual minority men (n = 748). Structural equation modeling showed that sexual identity concerns mediated the associations of norm conformity, enacted stigma, and lower family support with concealment. Psychological distress was associated with enacted stigma and lower family support, but not with proximal stressors (sexual identity concerns and concealment). Alternative model testing found sexual identity acceptance concerns predicted psychological distress and mediated the associations of norm conformity and LGB family support with distress. Findings provide partial support for the minority stress model in a Chinese context and suggest the importance of incorporating cultural considerations into minority stress conceptualizations. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Pairing Verbatim Theatre and Theatre of the Oppressed to Provoke Startling Empathy

In this article, we reflect on the way our verbatim theatre script Out at School was paired with Theatre of the Oppressed work in an undergraduate applied theatre class. Through an engagement with the complex lives of lesbian, gay, bisexual, trans, and queer (LGBTQ) families at school, students moved from a response of what Jenny Salisbury calls “startling empathy” to a discussion of the ways they might act to challenge heteronormativity and cis-sexism in school.

Teaching Lesbian, Gay, Bisexual, Transgendered, and Queer Family Building in a Third Year OBGYN Clerkship

PURPOSE: To explore third year medical students' fund of knowledge and attitudes about LGBTQ family building and third party reproduction. BACKGROUND: Medical student knowledge and attitudes about family building for LGBTQ families and third party reproduction (TPR) varies based on student prior experience and pre-clinical teaching. The OBGYN clerkship is a unique opportunity for students to learn medical knowledge and reflect on attitudes about this subject. METHODS: A quantitative study of knowledge and attitude among third year medical students done after IRB approval. The intervention consisted of a one hour lecture on TPR and participating in a group discussion about LGBTQ family building. Students (231) completed a survey asking about their knowledge and attitudes prior to starting the rotation and 178 completed the survey following the intervention. Survey respondents rated items using a Likert scale and completed a knowledge assessment. Changes in knowledge scores were investigated using t-tests. RESULTS: Survey respondents were 51% female, 48% male, 1% gender non-conforming; heterosexual 93%; and partnered 59%. Comfort with same sex couples was endorsed by 92%. 56% of students felt that opting out of assisting a patient with family building was not an option. Fertility knowledge increased from after intervention significantly (P<.0001). Some students, 29%, thought that infertility was hard to discuss, but 67% felt it would be hard to discuss for same sex couples. DISCUSSION: Medical students' fund of knowledge was increased with lecture and small group discussion about TPR and LGBTQ patients. Students report being comfortable with TPR and LGBTQ families but have some discomfort with varied pathways to parenthood. Most feel that opting out of care for LGBTQ families is not an option.

Teaching & Learning Guide for “Lesbian, gay, bisexual, and transgender families and health”

Teaching & Learning Guide for “Lesbian, gay, bisexual, and transgender families and health”

Lesbian, gay and bisexual parents’ experiences of nurses’ attitudes in child health care—A qualitative study

To describe lesbian, gay and bisexual parents' experiences of nurses' attitudes in child healthcare. Lesbian, gay and bisexual people are often reluctant to disclose their gender identity for fear of discrimination. This fear may lead to avoidance of healthcare for themselves or their children and may negatively affect families' health and well-being. A qualitative inductive design was employed. Semistructured interviews were conducted with 14 lesbian, gay or bisexual parents (11 mothers and three fathers) with child health care experiences in southern Sweden. Interviews were analysed using qualitative content analysis. Two themes were identified. One, a "sense of marginalisation," included lesbian, gay and bisexual parents' experiences of heteronormative attitudes among child healthcare nurses which led them to feel alienated and questioned as parents. Another, "being respected for who you are," included experiences of being respected and included at child healthcare appointments. Findings paint a complex picture of lesbian, gay and bisexual parents' interactions with child healthcare nurses in that they experienced both positive and negative attitudes. Knowledge gaps about lesbian, gay and bisexual families within the child healthcare field must be filled. Child health care nurses should work with the entire family to provide the best care for the child; however, discrimination in health care is common and often caused by a lack of knowledge. The number of children living with same-sex parents has increased more than ten-fold since the end of the 1990s. It is therefore important to explore lesbian, gay and bisexual parents' experiences with child healthcare nurses' attitudes to improve quality of care.

How Do I Understand the Term Queer? Preservice Teachers, LGBTQ Knowledge, and LGBTQ Self-Efficacy

This article describes a study that investigated preservice teachers' understandings and self-efficacy related to lesbian, gay, bisexual, transgender, or queer (LGBTQ) students and families. The preservice teachers indicated a broad range of understandings in relation to LGBTQ terms. They reported a relatively high sense of self-efficacy in working with LGBTQ students, with slightly lower self–efficacy in identifying biases in curricular materials and school contexts and in teaching LGBTQ content in their classrooms.

Are patients ready for lesbian, gay and bisexual family physicians - A Croatian study

Are patients ready for lesbian, gay and bisexual family physicians - A Croatian study

Building the Foundation of Acceptance Book by Book: Lesbian, Gay, Bisexual, and/or Transgender-Themed Books for Grades K–5 Multicultural Libraries

This article is an analysis of picture books and chapter books involving lesbian, gay, bisexual, and/or transgender characters. Over 30 picture and chapter books were reviewed, each of which would be appropriate for use in elementary classrooms. For grades K–2, several picture books highlight different types of families, including families that have two moms or two dads. For grades 3–5, four chapter books that subtly and matter-of-factly include same-sex parents or lesbian, gay, bisexual and/or transgender characters are recommended. A discussion focuses on the significance of including lesbian, gay, bisexual, and/or transgender families and characters in the school-sanctioned curriculum beginning in the elementary grades. Families with same-sex parents is an increasing demographic in the United States; an inclusive curriculum would allow all children to see their families represented. For elementary students with “traditional” families, an inclusive curriculum extends their conceptions of family, ideally building the foundation for acceptance.

‘Not a big deal’? exploring the accounts of adult children of lesbian, gay and trans parents

Most literature on lesbian, gay, bisexual and trans families has focused on the psychological and social well-being of school aged children with lesbian, gay and trans (LGT) parents. The aim of the present study was to explore how the adult children of LGT parents make sense of their families. The study focused both on recollections of childhood and on current feelings and experiences. Thirteen women and 1 man completed either an email interview or an online qualitative survey; the data were analysed using thematic analysis. The participants’ accounts were protective of their parents and often drew on the normalizing discourses evident in pro-gay rhetoric about LGT parenting to minimize the significance of their parents’ sexuality/gender identity and the ‘taint of difference’ associated with LGT families. At the same time, the participants strongly challenged heterosexist and homophobic/transphobic assumptions about LGT families and viewed the source of any difficulties they and their parents experienced as resulting from a hetero/cisnormative social context that prevented LGT people and their families from living openly and authentically without fear of discrimination. The results highlight the continuing micro impacts of hetero/cisnormativity in the lives of LGT people and their families.

By the Hands of Our Brothers: An Exploration of Sibling-to-Sibling Aggression for Victimized Heterosexual and Sexual Minority Women

Two major forms of aggression against children have recently received considerable attention from the media: childhood bullying specific to gay, lesbian, bisexual, transgender, and queer (GLBTQ) youths and family violence. As a consequence, research on these topics has also increased and expanded to include bullying and violence within the family for both heterosexual and GLBTQ youths. Importantly, however, these studies have focused on adult-to-child victimization, leaving a gap in the literature in regard to sibling-to-sibling bullying and violence, especially for GLBTQ individuals. This study explores this gap in the research through the examination of 64 heterosexual and GLBTQ women's experiences of sibling-to-sibling aggression. Comparative analyses reveal that the GLBTQ participants experienced more severe forms of verbal victimization from their brothers than the heterosexual participants. Meanwhile, heterosexual participants experienced more physical aggression from their brothers than GLBTQ participants and they experienced verbal aggression from siblings that lasted longer in their lives than GLBTQ participants. This study importantly reveals the dire need for further research on sibling-to-sibling aggression and specifically sexual aggression as experienced by GLBTQ women.

Donor, Dad, or…? Young Adults with Lesbian Parents’ Experiences with Known Donors

In this exploratory qualitative study of 11 young adults, ages 19-29 years, we examine how young people who were raised by lesbian parents make meaning out of and construct their relationships with known donors. In-depth interviews were conducted to examine how participants defined their family composition, how they perceived the role of their donors in their lives, and how they negotiated their relationships with their donors. Findings indicate that mothers typically chose known donors who were family friends, that the majority of participants always knew who their donors were, and that their contact with donors ranged from minimal to involved. Further, participants perceived their donors in one of three ways: as strictly donors and not members of their family; as extended family members but not as parents; and as fathers. The more limited role of donors in participants' construction of family relationships sheds light on how children raised in lesbian, gay, and bisexual families are contributing to the redefinition and reconstruction of complex kinship arrangements. Our findings hold implications for clinicians who work with lesbian-mother families, and suggest that young adulthood is an important developmental phase during which interest in and contact with the donor may shift, warranting a transfer of responsibility from mother to offspring in terms of managing the donor-child relationship.

Bisexual Parents and Family Diversity: Findings From the Work, Love, Play Study

This article reports on findings from the Work, Love, Play study, an Australian/New Zealand study of same-sex attracted parents. There were 48 parents in this study who identified as bisexual. There was a diversity of contexts in which people in this sample were parenting: heterosexual relationships, same-sex relationships, coparenting with ex-partners or nonpartners, and sole parenting. A large number of these bisexual parents had experience of divorce or separation since having children, but most reported positive aspects to their parenting relationships with ex-partners. Very few people in this study reported that bisexual identity created difficulties for them as a parent.

Ties That Bind: Towards a Child-Centred Approach to Lesbian, Gay, Bi-Sexual and Transgender Families under the ECHR

This paper examines the European Court’s of Human Rights approach towards lesbian, gay, bi-sexual and transgender families and points to the absence of a child-centred approach in its judgments. While adult same-sex relationships are increasingly gaining recognition under the Convention and national laws, in matters concerning children the Court prefers a heteronormative outlook that, it is suggested, attaches special significance to the symbolic innocence of the child. Consequently, the Court’s case-law does not adequately reflect the reality of the increasing numbers of children raised in LGBT families. The consequences of this blind-spot are considerable: it endorses the patchwork of uneven protection for children in LGBT families under national laws. This paper points towards a child-centred approach that would broaden the Court’s understanding of family life and more accurately reflect the family lives of children raised in non-traditional families.

A Review of the Religious Identity/Sexual Orientation Identity Conflict Literature: Revisiting Festinger's Cognitive Dissonance Theory

Over the past 20 years, numerous research studies have been published indicating that lesbian, gay, and bisexual (LGB) individuals, LGB couples, and family members of LGB individuals are experiencing religious identity/sexual orientation identity conflict. In addition, many of these same studies have included in the findings resolution strategies utilized by participants to negotiate this type of conflict. This article presents a review of the religious identity/sexual orientation identity conflict research and links it to cognitive dissonance theory. Subsequently, implications for counselors and future research are offered in light of this literature review.

Agapé Christian Reconciliation Conversations: Exploring the Intersections of Culture, Religiousness, and Homosexual Identity in Latino and European Americans

To understand how homophobia manifests itself through a Latino cultural lens of identity, a program was designed to address the issues connecting homosexual identity, culture, and Christianity. The program included screening of one of two documentary films about lesbian, gay, and bisexual (LGB) identity and family relations. This was followed by group sharing and biblical reflections. Participants ( N = 122) were asked to complete measures of homophobic attitudes and qualitative appraisal of the program. Pearson product moment correlations analyses revealed that age and political ideology were related negatively to homophobia. Eighty-five percent found the program to be very useful or useful and 95% indicated that they would recommend it to others. The complexities of the intersections of Christianity, culture, and attitudes toward homosexuality in an individual's identity were examined. The data illustrates a positive trend in changing attitudes towards homosexuality in the Latino Christian community.

The constitution of ‘lavender families’: a LGB perspective

To explore and describe lesbian, gay and bisexual people's families of origin and families of choice. As a family group lesbian, gay and bisexual people engage with nurses when they interface with any health care service. All health practitioners need to be aware of the existence and constitution of lesbian, gay and bisexual families to provide appropriate health care, including health promotion and education. Survey. From April to July 2004 a national survey of lesbian, gay and bisexual persons was carried out. Participants were recruited through mainstream and lesbian, gay and bisexual media and venues. A total of 2269 participants completed the survey instrument either electronically or via hard copy. The 133-item instrument included a range of closed-response questions in a variety of domains of interest. The article reports on results from the family and relationships domain. Findings identified that lesbian, gay and bisexual families present with a variety of both constructed and biological kinship ties and relationships. These relationships vary from supported to estranged in terms of biological family and exclusivity through to non-exclusivity with regard to partners. Variations also exist in relation to the presence or absence of children and whether these were born before or after 'coming out'. Lesbian, gay and bisexual families bring with them to health care services a wide array of life experiences. Therefore it is vital that when interacting with this group of people nurses avoid making assumptions about how gay, lesbian and bisexual people construct their identities and relationships. Furthermore, it may be difficult to ascertain a person's sexual identity when meeting them for the first time. Nurses need to ensure that they do not assume families seeking healthcare are heterosexual. Providing lesbian, gay and bisexual families with opportunities to disclose sexual identity without fear of disapproval or prejudice is integral to providing a quality and appropriate health service.

EU Family Policies between Domestic ‘Good Old Values' and Fundamental Rights: The Case of Same-Sex Families

Recent European Union action has shown a clear impact on various areas that touch upon family matters and family law, such as free movement, immigration, and asylum on the one hand, and divorce, parental responsibility, maintenance, and property relations on the other. Research has shown that in today's Europe, families split up more easily than before, people cohabit, they become parents or even single parents outside marriage, and same-sex partners can marry and adopt children in some countries. This article, while providing an overview of older and newer EU measures that have an impact on lesbian, gay, and bisexual (LGB) partnerships and families, highlights patterns of continuing exclusion, as well as possible solutions. It focuses on the developments that followed the adoption of the 2004 Hague Programme, and on the direction that EU law has taken since. Family issues are sensitive matters and entail the risk that Member States use discussion of such matters in order to boost national rhetoric on ‘good old values’. This article argues that the connections between free movement, EU citizenship and the general principle of equal treatment should be seen not only as a central concern for the individuals directly affected, but also as a test case for assessing the extent to which the EU can truly affirm the supremacy of certain fundamental rights that it claims to recognize.

Policy issues affecting lesbian, gay, bisexual, and transgender families

Policy issues affecting lesbian, gay, bisexual, and transgender families

Creating School Environments Responsive to Gay, Lesbian, Bisexual, and Transgender Families: Traditional and Systemic Approaches for Consultation

The authors review research on (a) gay, lesbian, bisexual, and transgender (GLBT) families and the nature of discrimination against them; (b) school factors that hinder and facilitate equity for GLBT families; (c) instituting change through organizational consultation or large group-level strategies; and (d) instituting change through traditional consultation or small group and individual level strategies. Taking an ecological perspective, the school is viewed as a system trying to maintain the status quo in the face of increasing pressures to change. The need for systemic change when establishing antiharassment and GLBT-friendly environments in schools is highlighted. The consultant identifies the obstacles hindering change and empowers the system to reorganize itself and connect with resources that will help establish collaboration between straight and gay members of the school community. This role requires a unique combination of expertise in social processes, group dynamics, organizational change, and GLBT issues. Specific consultant strategies for small groups and individuals are identified. Resources for consultants and future research directions also are provided.

Who Wants to Be a 'Good Parent'?

Who Wants to Be a 'Good Parent'?