Lesbian College Students Research Articles

Familismo, Religiosidad, and Marianismo: College Latina Lesbians Navigating Cultural Values and Roles

ABSTRACT Studies on Latinx/a/o queer and trans students showcase how they navigate cultural expectations tied to their ethnicity about sexuality, gender roles, and gender expression. A predominant focus in this research has been understanding how gay Latino cisgender men exist within and resist systems of patriarchy and hypermasculinity. However, because of the focus on gay Latino men’s experiences, the lives of Latina lesbians have been overlooked in educational research. What does exist illustrates that Latina lesbians face heightened marginalization when attempting to integrate their culture with their lesbian identity given the intersections of sexism, heterosexism, and. In light of such findings, it is crucial to better understand how Latina lesbians make meaning of their identities, especially as they reflect on cultural influences. The purpose of this study was to examine how Latina lesbian college students navigate cultural values and roles. The following research question guided this study: how do Latina lesbians enrolled in college describe the experience of negotiating cultural norms in relationship to their sexuality? Findings will be instrumental for higher education professionals across institutional types as they support students at the intersections of racially and sexually minoritized identities, and especially Latina lesbians.

The Lived Experiences of GLB College Students Who Feel Supported by their Parents

Gay and lesbian individuals often wait until moving away to college before they come out to their parents. Individuals who are rejected by their parents often report mental health concerns, whereas individuals who perceive sexuality-related support from their parents report higher self-esteem and improved well-being. However, researchers have conducted limited work in exploring the nature of sexuality-related support within the family. The purpose of this study was to explore how gay and lesbian college students created meaning out of their coming-out process to their parents. The study posed the following research question: What are the lived experiences of gay and lesbian college students who have experienced support from their parents during the coming-out process? Seven current gay and lesbian students who came during college were interviewed about their relationship with their parents before, during, and after their coming-out disclosure. Using a phenomenological analysis, 9 major themes were identified: awareness of feeling different, positive relationship prior to coming out, college impacting the coming-out process, feeling unsure of how parents would respond to disclosure, parents assuring continued love and acceptance, parents affirming identity, increased relational depth with parents, increased sense of authenticity, and an appreciation for family’s response and support. The findings provide insight into how counselors might work with gay and lesbian college students and their parents. Opportunities for future research and limitations are also discussed.

Nothing out there: Community awareness and delinquency among gay and lesbian youth

A survey of 224 gay and lesbian college students and young adults, solicited from classes at a large state university in the American Midwest and social media sites, reveals a previously unrecognized predictor of the increased risk of delinquency among gay/lesbian adolescents: the belief that “there’s nothing out there,” a lack of awareness of the existence of LGBT community institutions. This lack of community awareness predicts both substance abuse and criminal activity regardless of the presence of other variables, such as a homophobic school environment, parental acceptance, and having a gay/lesbian social network.

Protective Behavioral Strategies, Alcohol Consumption, and Alcohol-Related Negative Consequences Among Lesbian, Gay, and Bisexual College Students

INTRODUCTION: Limited research exists exploring the safe drinking behaviors of lesbian, gay, and bisexual (LGB) college students despite evidence that they seem to engage in higher frequencies of heavy episodic drinking than the general student population. METHODS: This study examined protective behavioral strategies (PBS) as a moderating variable in the relationship between alcohol consumption and alcohol-related negative consequences in an online sample of 139 LGB college students. RESULTS: PBS qualified this relationship for heavy drinkers and not for light drinkers. DISCUSSION: Clinical and future research implications are explored, including for college counseling center clinicians with LGB clients.

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.

Correlates of Homophobia, Transphobia, and Internalized Homophobia in Gay or Lesbian and Heterosexual Samples

This research assessed the correlates of homophobia and transphobia in heterosexual and homosexual individuals, based on a theory of different sources of perceived symbolic threat to social status. Compared to 310 heterosexual college students, a sample of 30 gay male and 30 lesbian college students scored lower on homophobia, transphobia, and religious fundamentalism. Mean gender differences were smaller for gay men and lesbians for homophobia, aggressiveness, benevolent sexism, masculinity, and femininity. Fundamentalism, right-wing authoritarianism, and hostile and benevolent sexism were correlated only with homophobia in lesbians, whereas fundamentalism and authoritarianism were correlated only with transphobia in gay men. Correlates of internalized homophobia were different than those found for homophobia and transphobia, which was discussed in terms of gender differences in threats to status based on sexual orientation versus gender identity.

The Use of Online Synchronous Focus Groups in a Sample of Lesbian, Gay, and Bisexual College Students

The Use of Online Synchronous Focus Groups in a Sample of Lesbian, Gay, and Bisexual College Students

Exploring the Relationship between Sexual Orientation and Religious Identities for Jewish Lesbian College Students

This exploratory study examined how two Jewish lesbian college students perceived the relationship between their religious and sexual orientation identities over a five-year time span. Based on data from a constructivist, longitudinal qualitative study, these women's stories reveal possibilities and challenges associated with making sense of these two identities individually and in relationship to each other during a time of rapid identity development and changing contexts. Suggestions for educational practice are offered.

Counseling Lesbian and Gay College Students through the Lens of Cass's and Chickering's Developmental Models

At some point, every college freshman asks “Am I okay?” or “Am I normal?” This question becomes more complicated when students who are lesbian or gay seek counseling. The universal issues that most college students encounter are compounded by struggles with developing a positive sexual identity while coping with prejudice. This article uses the seminal developmental theories of Chickering and Cass as the basis for exploration of and recommended interventions for some of the unique issues that lesbian and gay students face during their college experiences. The authors explore the impact of campus climate and community and provide suggestions for helping lesbian and gay students transition to and thrive in the college milieu.

Applying Queer Theory in Practice with College Students

Grounded in a narrative inquiry study of traditional-aged lesbian college students' perceptions of the relationships among their multiple social identities, this article explores implications of queer theory in practice with college students. This case study examines the emancipatory impact of queer notions and a queer theoretical framework on one of the study participant's evolving perceptions of her sexual, gender, and ethnic identities, and discusses the broader implications of queer theory in higher education and student affairs practice.

Using Queer Theory to Explore Lesbian College Students’ Multiple Dimensions of Identity

By introducing queer theory to Abes and Jones's (2004) constructivist narrative inquiry of lesbian college students' perceptions of their multiple identities, we retell the developmental narrative of one participant's negotiation of her sexuality, religion, gender, and social class. This queer retelling of a developmental story shows how identities are constantly forming and reforming and challenges heteronormative assumptions underlying student development theory, including the construct of self-authorship. We propose a fluid perspective on student development that accounts for lesbian college students' resistance of heteronormative structures. We also encourage student affairs practice that centers lesbian college students' agency and resistance.

Considerations of Additional Stressors and Developmental Issues for Gay, Lesbian, Bisexual, and Transgender College Students

At some point every college freshman asks “Am I okay?” or “Am I normal?” Helping students answer this question is a familiar part of college counseling. However, this task becomes more complicated when students who are gay, lesbian, bisexual, transgender (GLBT), or questioning their sexuality seek counseling. The universal issues which all college students encounter are compounded by struggles with developing a positive gender identity and coping with prejudice. This article explores some of the unique issues GLBT students face during their college experience and provides suggestions for helping them transition to and thrive in the college milieu.

Reading Romance Novels and Female Sexuality among American Heterosexual and Lesbian College Students

Reading Romance Novels and Female Sexuality among American Heterosexual and Lesbian College Students

Reconceptualizing the Model of Multiple Dimensions of Identity: The Role of Meaning-Making Capacity in the Construction of Multiple Identities

We reconceptualize Jones and McEwen's (2000) model of multiple dimensions of identity by incorporating meaning making, based on the results of Abes and Jones's (2004) study of lesbian college students. Narratives of three students who utilize different orders of Kegan's (1994) meaning making (formulaic, transitional, and foundational, as described by Baxter Magolda, 2001) illustrate how meaning-making capacity interacts with the influences of context on the perceptions and salience of students' multiple social identities. Implications for theory, research, and professional practice are discussed.

A Feminist Approach to Working With Internalized Heterosexism in Lesbians

This article addresses counselors' calls for more training on internalized heterosexism. Through a synthesis of the research on lesbian internalized heterosexism, the author discusses how the integration of a feminist approach can enhance college counselors' work with lesbian clients, describes 3 core feminist therapy principles, uses these principles as a framework within which to discuss relevant research on internalized heterosexism, and provides practical suggestions and clinical examples to illustrate the application of both research and feminist theory to counseling with lesbians. ********** Research indicates that lesbians and gay men use counseling at higher rates than do heterosexuals; a large percentage of lesbians have obtained some form of mental health support; and lesbian, gay, and bisexual (LGB) clients are present in most counselors' caseloads (Bradford, Ryan, & Rothblum, 1994; Hughes, Haas, Razzano, Cassidy, & Matthews, 2000; Liddle, 1997; Murphy, Rawlings, & Howe, 2002). Mental health services to LGB clients should be free of bias, prejudice, and discrimination and should be provided by college counselors who are trained in LGB issues (American Psychological Association [APA], 2000). However, research suggests that heterosexist bias influences some counselors' work with LGB clients (Garnets, Hancock, Cochran, Goodchilds, & Peplau, 1991; Liddle, 1996) and that graduate training in counseling concerning LGB issues is inadequate (Phillips & Fisher, 1998; Pilkington & Cantor, 1996). In a recent study (Murphy et al., 2002), therapists indicated that training in several areas, including the topics of internalized heterosexism, coming out, and estrangement from family, would improve their work with LGB clients. In addition, clinicians indicated that their most frequent type of training on LGB issues was reading relevant articles. This finding is somewhat surprising given the dearth of articles on LGB issues in counseling journals (Phillips, Ingram, Smith, & Mindes, 2003). This article addresses counselors' calls for more training on internalized heterosexism (Murphy et al., 2002). Through a synthesis of the research on lesbian internalized heterosexism, I illustrate how the integration of a feminist approach can enhance college counselors' work with lesbian clients. More specifically, I describe three core feminist therapy principles, use these principles as a framework within which to discuss relevant research on internalized heterosexism, and provide practical suggestions and clinical examples to illustrate the application of both research and feminist theory to counseling lesbian college students. Internalized heterosexism, or what some clinicians call internalized homophobia, represents lesbians' and gay men's acceptance of negative societal, cultural, religious, and familial attitudes and assumptions concerning same-sex attraction and nonheterosexual persons (Sophie, 1987). Although internalized heterosexism is believed to be a developmental occurrence that all lesbians and gay men experience as a result of living in a heterosexist environment (Shidlo, 1994), this article focuses on lesbians only because of the unique factors that influence lesbian identity development (e.g., female gender role socialization, sexism, and feminism; McCarn & Fassinger, 1996). Differences have also been found in internalized heterosexism and its psychosocial correlates between lesbians and gay men (cf. Amadio & Chung, in press; Herek, Cogan, Gillis, & Glunt, 1997; Mohr & Fassinger, 2000). In addition, many articles on sexual orientation fail to mention gender differences, thus making it unclear what information holds true for lesbians, gay men, or both. Feminist Approaches in Counseling There are several reasons why a feminist approach may be particularly useful for college counselors who are working with lesbian clients to reduce their internalized heterosexism. …

Meaning-Making Capacity and the Dynamics of Lesbian College Students' Multiple Dimensions of Identity

Narrative inquiry methodology was used to investigate self-perceived identities among 10 lesbian college students. Analysis of data from in-depth, open-ended interviews revealed the role of meaning-making capacity in determining the extent to which contextual influences shaped self-perceptions of sexual orientation identity and its relationship with other identity dimensions. Strategies for increasing meaning-making capacity in the context of sexual orientation identity are discussed.

Career Development, Lesbian Identity Development, and Campus Climate Among Lesbian College Students

In this study we examined the relationships among lesbian identity development, perceptions of campus climate, and vocational development of 192 undergraduate lesbian women. Results indicated the combination of lesbian identity development phases and campus climate accounted for significant variance in two measures of vocational development. Implications for practice and research are given.

Attitudes Toward Lesbian, Gay, and Bisexual College Students: The Contribution of Pluralistic Ignorance, Dynamic Social Impact, and Contact Theories

Social psychology theories may be useful in developing new interventions to reduce prejudice against lesbian, gay, and bisexual (LGB) college students. For this preliminary study, the authors surveyed 109 college dormitory residents to determine their personal comfort with LGB students and their perceptions of other students' comfort with these individuals. They found widespread evidence of pluralistic ignorance—the students rated themselves as significantly less anti-gay than either their friends or the typical student. Students' attitudes showed geographic clustering, with the building of residence a significant predictor of students' attitudes. Finally, consistent with the contact hypothesis, the perception that 1 or 2 LGB students lived on the same floor or in the same building was associated with more positive attitudes.

Body Dissatisfaction Among Lesbian College Students: The Conflict of Straddling Mainstream and Lesbian Cultures

Research examining body dissatisfaction among lesbians has attempted to compare lesbians' and heterosexual women's attitudes toward their bodies. Studies have yielded mixed results, some indicating that lesbians, compared to heterosexual women, are more satisfied with their bodies, and some indicating that the two groups of women are equally dissatisfied. In an attempt to more closely explore lesbians' attitudes toward their bodies, we conducted interviews with 26 lesbian college students and inquired into how the following areas might be related to body-image concerns: (a) lesbian beauty ideals, (b) the sources through which lesbian beauty ideals are conveyed, (c) lesbian conflict about beauty, (d) negative stereotypes about lesbians' appearance, and (e) lesbian concerns about feminine identity. Results indicated that young adult lesbians embrace a beauty ideal that encompasses both thinness and fitness. Whereas mainstream sources, such as women's magazines and peer pressure seem to influence lesbian college students to value a thinner body ideal, sexual relationships with women encouraged acceptance of one's body. Conflict between mainstream and lesbian values about the importance of weight and overall appearance was repeatedly voiced by the respondents. The complexity of lesbians' feelings about their bodies is discussed, and future directions for research are suggested.

Counseling Satisfaction of Gay, Lesbian, and Bisexual College Students

This paper investigates the satisfaction of gay male, lesbian, and bisexual college students with their counseling experiences. The sample of 31 research participants was interviewed using the Gay/Bisexual Counseling Satisfaction Survey, a demographic questionnaire, and the Beck Depression Inventory (BDI). Results indicated strong satisfaction with current counseling and counselors. Sexual orientation issues and loneliness were the most frequent presenting problems; these were positively associcated with counseling satisfaction, as was reporting barriers to counseling. BDI scores were copmarable to nonclinical samples, although there was frequent reporting of suicidal ideation. Implications for service delivery to this population are discussed.