Lesbian Students Research Articles

Academic difficulties, education-related problems, and discrimination among Thai gender-diverse medical students: a cross-sectional study of Thai medical schools

BackgroundMedical students with sexual and gender diversity (SGD) often face challenges in educational performance and encounter more education-related problems, potentially due to discrimination in medical schools. This study aimed to compare academic difficulties, education-related issues, and experiences of discrimination among medical students with SGD versus those identifying as non-SGD.MethodsThis was a cross-sectional study. Participants included a convenient sample of medical students aged at least 18 from five Thai medical schools, all recruited during the 2021 academic year. General demographic data, academic difficulties, education-related problems, and both positive and negative aspects of medical education, encompassing physical aspects, supporting systems, and discrimination, were assessed. The descriptive data and comparison between SGD and non-SGD medical students were performed. Binary logistic regression was adopted to evaluate the association between characteristics of discrimination in each categorized type of gender diversity.ResultsAmong 1322 medical students, 412 (31.2%) described themselves as having SGD. There was no significant difference in academic performance between SGD and non-SGD students. However, SGD students reported higher dropout thoughts (39.8% vs. 23.1%, p < 0.001) and self-perceived burnouts (84.2% vs. 74.9%, p < 0.001). The SGD group perceived lower support from medical staff and higher inadequate financial support (30.3% vs. 22.1%, p < 0.01; 11.2% vs. 23.1%, p < 0.01, respectively). 64.44% of students reported witnessing at least one form of discrimination. Lesbian students were more likely to report witnessing discrimination (OR = 3.85, [1.05–14.16]). Gay students were significantly associated with experiencing sexist remarks (OR = 6.53 [3.93–10.84]) and lower selectively prohibited educational opportunities (OR = 0.36 [0.21–0.63]).ConclusionsWhile academic performance did not differ between medical students with SGD and their non-SGD peers, SGD students reported more academic difficulties and perceived less support from medical staff and financial support. They also reported a higher incidence of discrimination. The need for specific interventions to address these issues should be further explored.

The experiences lived by lesbian students in an underdeveloped country: a qualitative study

In today's generation, LGBTQIA+ people have been mistreated in society, particularly lesbians. Lesbians were considered to have the most minor research conducted on this issue. This study aims to know the struggles, coping mechanisms, and insights of lesbian students. The researchers used a phenomenological research design. Ten lesbian students participated in the interview, and the data were analyzed using Colaizzi's method. The result revealed the following themes: social and emotional wellbeing challenges for struggles; respect for one's identity and acknowledging one's rights for coping strategies; surrounding oneself with positivity and setting goals and encouragement for insights. Although being a lesbian has been a challenge in this society, the participants found a way to boost their confidence and be content by being who they are.

“Straight-acting to the Front”: Investigating the Influence of a Sexually Normative Double-bind on Gay and Lesbian Students at a South African University Campus

Heteronormativity posits heterosexuality as the only acceptable and normal presentation of gendered and sexual identities. Similarly, homonormativity structures social life along heteronormative beliefs and ideals to construct conventional gay and lesbian identities. This article comments on a critical sociological exploration of the influences of these sexual normativities on the identity construction of gay and lesbian students at one campus of a South African university. Discourse was explored through a qualitative research paradigm focused on the lived experiences and reported narratives of gay and lesbian students. Three findings emerged from the data: first, how the participants socially constructed and performed their “ideal” gay and lesbian identities according to interrelated and mutually reinforcing hetero- and homonormative principles; second, these idealised typologies informed the social placement of gay and lesbian students on campus; finally, said ideals resulted in a so-called sexually normative double-bind that required gay and lesbian students to continuously navigate their membership of in- and/or out-groups on campus.

Patterns of Sexual Harassment: An Intersectional Approach to Reported Victimization in a Campus Climate Survey of Students at Irish Higher Education Institutions.

This study explores how identifying with multiple minority groups relates to sexual harassment victimization (SHV) among students in higher education institutions in Ireland (n = 6,002). Results show that gender nonconforming and female students were more likely than males to experience SHV. Bisexual or queer and gay or lesbian students were more likely than their heterosexual peers to experience SHV. Students with a physical or cognitive disability were more likely to experience SHV than those who reported no disability, and white students were more likely than minority ethnic groups to experience SHV. When controlling for sexual orientation, gender, and disability status, students who identified as both gay and lesbian and reported a cognitive disability were 8.5 times more likely to experience SHV. Victims of SHV reported having lower scores on perceived institutional support items than those who had not experienced SHV.

Self-Esteem and Psychological Well-Being of Select Gay and Lesbian Students of St. Paul University Philippines

Self-Esteem and Psychological Well-Being of Select Gay and Lesbian Students of St. Paul University Philippines

Sexual minority status, illicit drug use, and depressive symptoms

Youth who are lesbian, gay, bisexual, and who identify with other sexual orientations (LGB+) are at higher risk for illicit drug use and have higher rates of mental illness. The current study examined the prevalence of illicit drug use among LGB + persons and assessed the moderating effect of mental illness. Cross-sectional data from the 2015, 2017, and 2019 Youth Risk Behavioral Surveillance System were aggregated. The outcome was any reported use of cocaine, inhalants, heroin, methamphetamines, ecstasy, or hallucinogens. The primary exposure was self-reported sexual orientation category (i.e. heterosexual, gay/lesbian, bisexual, and not sure). Self-reported depressive symptoms were tested as a moderator. Logistic regression models assessed main and interactive effects. Gay or lesbian students [AOR = 1.87 95% CI: 1.45, 2.43], bisexual students [AOR = 2.07 95% CI: 1.77, 2.42], and those unsure of their sexual orientation [AOR = 1.99 95% CI: 1.65, 2.39] had increased odds of illicit drug use. Odds were higher among LGB + youth who did not have depressive symptoms (p < 0.001). Odds of illicit substance use was significantly greater in youth identifying as gay and lesbian, bisexual, and students who were not sure about their sexual orientation and among LGB + youth without depressive symptoms. Targeted, but non-stigmatizing, prevention programs are needed.

Teacher attitudes toward lesbian, gay, and bisexual students: Evidence for intergroup contact theory and secondary transfer effects

This article presents two studies that tested the predictive validity of intergroup contact theory and secondary transfer effects related to pre-service teacher attitudes toward sexual minority youth in classrooms. Multiple regression of feeling thermometer scores in Study 1 (N = 989) suggested that more favorable attitudes are present among younger, female, bisexual or homosexual, less religious, politically left-wing pre-service teachers with lesbian, gay, and bisexual contacts. Associations with family membership and hometown size were nonsignificant. Analyses of variance in Study 2 (N = 406) showed statistically significant secondary transfer effects. For instance, teacher candidates with no lesbian women contacts showed less sexual prejudice toward lesbian students if they were in social contact with gay men and bisexual people. Implications for teacher education, teacher professionalism, and the need to create safe spaces in school for LGBTQIA+ students are discussed.

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.

Burnout and Perception of Medical School Learning Environments Among Gay, Lesbian, and Bisexual Medical Students

The perspectives of gay, lesbian, bisexual (sexual minority [SM]) students about their medical school learning environment and how they relate to burnout is poorly understood. To understand SM medical students' perceptions of the medical school learning environment and how this is associated with reported burnout. This cross-sectional study included medical students graduating from Association of American Medical Colleges (AAMC)-accredited allopathic US medical schools in 2016 and 2017 and responding to the AAMC Graduation Questionnaire. Data analysis was conducted from June 2021 to March 2022. Sexual orientation, based on self-identification, and categorized as bisexual, gay or lesbian, or heterosexual or straight. Primary outcomes included burnout as measured by Oldenburg Burnout Inventory for Medical Students (OLBI-MS; two 24-point scales [range, 0-48], with higher scores indicating greater burnout) and student perceptions of the medical school learning environment (0-5-point scales for emotional climate [range, 0-20] and student-faculty interactions [range, 0-15], with higher scores indicating more positive perceptions). Logistic regression was used to model the association between burnout, SM status, and learning environment while controlling for demographic characteristics. A total of 25 757 respondents (12 527 [48.6%] women; 5347 [20.8%] Asian; 2255 [8.8%] underrepresented in medicine; 15 651 [60.8%] White; 10 726 [41.6%] aged ≤26 years) were included in the analysis: 568 (2.2%) self-identified as bisexual, 854 (3.3%) as gay or lesbian, and 24 335 (94.5%) as heterosexual or straight. Both bisexual students and gay or lesbian students reported less favorable perceptions of their learning environments than heterosexual students (mean [SD] emotional climate score, bisexual students: 8.56 [3.29]; gay or lesbian students: 9.22 [3.33]; heterosexual or straight students: 9.71 [3.20]; P < .001; mean [SD] faculty-student interaction score, bisexual students: 13.46 [3.69]; gay or lesbian students: 14.07 [3.45]; heterosexual or straight students: 14.32 [3.37]; P < .001). Bisexual and gay or lesbian students were more likely to be in the top quartile for burnout scores (bisexual: odds ratio [OR], 1.71; 95% CI, 1.42-2.07; P < .001; gay or lesbian: OR, 1.53; 95% CI, 1.31-1.79; P < .001). This association was attenuated when accounting for student perceptions of the learning environment (bisexual: OR, 1.37; 95% CI, 1.11-1.67; P < .001; gay or lesbian: OR, 1.42; 95% CI, 1.19-1.68; P < .001), with poorer perceptions of the medical school learning environment associated with higher burnout symptoms. In this cross-sectional study, SM students had less favorable perceptions of the medical school learning environment compared with heterosexual students. Results suggest the medical school environment may be associated with higher rates of burnout in SM students. Future research should explore interventions to improve the learning environment for SM students.

Pride-based violence, intoxicated sex and poly-drug use: a vocational school-based study of heterosexual and LGBT students in Bangkok

BackgroundIn Thailand, drug use is widely observed, especially among vocational-school students, who are more inclined to use various types of drugs and to experience pride-based violence (violence based on institutional pride, honor, or on seniority status) than any other groups of students. Drug use contexts differ based on sexual orientation and gender identity (e.g., clubs). This study aims to examine the prevalence and correlates of poly-drug use (the use of at least three types of drugs) among vocational-school students, with a focus on sexual orientation and gender identity.MethodsIn this study, 638 vocational school students living in Bangkok metropolitan area participated in a three-year longitudinal survey of four vocational schools. Experiences of violence, sexual behaviours, and poly-drug use were assessed and analyzed using multivariable logistic regression.ResultsAbout one tenth of all students (11.3%) reported poly-drug use, a fifth among Lesbian, Gay, Bisexual and Transgender (LGBT) students (20.2%) and almost a tenth of heterosexual students (9.8%). In the multivariable logistic model of LGBT students, GPA, pride-based violence, intoxicated sex, and counseling needs were significantly associated with poly-drug use (AOR = 4.62; 95% CI 1.17–18.29, AOR = 6.01; 95% CI 1.31–27.32, AOR = 5.17; 95% CI 1.10–24.28, AOR = 4.64; 95% CI 1.16–18.54, respectively). Likewise, among heterosexual students, GPA and intoxicated sex were significantly associated with poly-drug use (AOR = 2.02; 95% CI 1.09–3.75, AOR = 5.31; 95% CI 2.81–10.04, respectively).ConclusionsLGBT vocational-school students have significantly higher prevalence of poly-drug use than their heterosexual peers. Correlates include lower GPA, having experienced pride-based violence and intoxicated sex. School-based intervention programs should also address pride-based violence and intoxicated sex in their harm reduction programs.

“INTO NJE – IT’S JUST A THING…”: BEING A LESBIAN IN A RURAL AREA

The South African Constitution prohibits discrimination against individuals on the basis of their sexual orientation, yet the experiences of lesbians across various contexts is different. A thematic analysis of 10 in-depth qualitative interviews with lesbian students from rural areas expands the limited knowledge base on this issue. Although these students are studying in an urban area, this article explores the experience of lesbians in rural areas in the light of the prevailing discourses on homosexuality. The findings revealed that due to certain religious and traditional beliefs, lesbianism continues to be perceived by many, for example, as “just a thing”, unnatural, a passing phase, an embarrassment and a sin. These prevailing constructions often deterred lesbian youths from being themselves, thus forcing them to manage multiple identities between rural and urban contexts. Social workers as well as other human rights advocates should, through their research and practice, aim to make communities aware of human rights discourses that promote affirmation, safety and support for the LGBTQI population in rural areas. Keywords: lesbian, rural, urban, culture, religion

Physical education from LGBTQ+ students’ perspective. A systematic review of qualitative studies

ABSTRACT Background Prior research has shown that homophobia and transphobia are widespread in schools, some studies even indicate that the prevalence of harassment towards LGBTQ+ (lesbian, gay, bisexual, transgender, queer etc.) individuals in schools is higher than in other social contexts. Recently, several qualitative studies have been published in which, the physical education (PE) experiences of LGBTQ+ students have been examined. Purpose Firstly, our study aims to identify qualitative studies published on PE from an LGBTQ+ students’ perspective through systemic literature search. Secondly, it aims to systematically review the identified studies and present superordinate or recurring findings on the basis of the individual studies. Thereby, we analyze and compare the previous findings of the included studies to uncover how heteronormative structures and conditions influence LGBTQ+ students’ experiences of PE. Thirdly, it aims to identify research gaps and provide direction for future investigations. Research design Our study was conceived as a systematic literature review. Relevant social and sports sciences databases were selected and searched for previously published (between 2010 and 2020) qualitative studies on the PE experiences of LGBTQ+ students. The analysis of the data extracted from the studies was based on content analysis. Results A total of ten studies were identified that met our inclusion criteria. The total sample of our review comprises 227 persons from six different countries. Our analysis shows that PE is partly structured in a heteronormative fashion in all countries where studies were conducted and thus, the subject proves to be a negatively shaped space of experience for many LGBTQ+ students. The comparative analysis of the studies reveals that the partly heteronormative organization of PE and the built environment turn out to be neuralgic points, that particularly cause subjective problems and challenges for trans and intersex students. Furthermore, our analysis demonstrates that language and interactions between classmates are the main drivers of discrimination. Thereby, gay male and trans students within the LGBTQ+ group seem to be in particular exposed to verbal and physical harassment by fellow students, which can be understood as acts of homophobia and heterosexism. Overall, the studies barely mention any negative PE experiences of lesbian students and positive experiences of LGBTQ+ students in PE are only reported in few investigations. Discussion The review reveals a few conspicuous features with regard to the research situation on ‘LGBTQ+ in PE’: Overall, the research to date has focused very strongly on trans and male gay students. The sampling strategy of some studies is particularly problematic, as some of the researchers interview people up to 60 years old about their experiences of decades ago. Against the background of social changes, it must be questioned to what extent such findings can claim current validity. This bias must therefore be taken into account when interpreting results and drawing conclusions.

Are evangelical Christians abandoning public schools?

Conventional wisdom suggests that evangelical Christians, often among the most vocal advocates of school choice efforts in the U.S., are promoting choice out of a sense of frustration with public schools and perceived bias against religion. Research by Marilyn Anderson Rhames, however, suggests that evangelicals are no more concerned about religious bias in their local schools than other Americans. Using data from the 2019 PDK poll into the public’s attitudes toward the public schools, Rhames analyzed responses to questions about pressure to “fit in” or conform; religious bias; bias against gay, lesbian and/or transgender students; and the perceived risks of improper civics, Bible, and comparative religion instruction. In most cases, evangelical responses were not significantly different from those of other parents. In some case, racial identity and ideology were stronger drivers of parental opinion.

I’m Here; I’m Queer: How One Parent Advocates for the Inclusion of Queer Youth

Educators and school administration are tasked with creating schools that support and affirm LGBTQ+ (lesbian, gay, bisexual, transgender, and queer) students and families. This study explores a high school in a conservative community as one parent attempts to advocate for their transgender child and other LGBTQ+-identifying students. Although school employees are mandated by state and federal laws to ensure that all students are free from bullying and harassment, the research highlights that schools remain hostile for many LGBTQ+ students. This article provides reflection questions throughout the case as a way for school leadership to grapple with and challenge their thinking regarding LGBTQ+-affirming strategies in their schools.

Linked fate among underrepresented groups: Investigating the relationships between Black college students’ perceptions of institutional diversity climate and mental health

Objective: Negative perceptions of institutional racial climate relate to worse mental health outcomes for Black college students. Yet, few scholars have considered how Black students’ perceptions of the institutional climate for other underrepresented groups may impact mental health. Participants and Methods: We drew on a national sample of Black college students across 15 institutions (n = 1188) to examine the effects of institutional diversity climate on students’ anxiety, depression, and positive mental health. Results: Black students who perceived the campus as more welcoming to first-generation reported higher positive mental health. Black students who perceived the campus as more welcoming to racial minorities, lesbian, gay, bisexual (LGB), and low socioeconomic status (SES) students reported lower levels of depression and anxiety. Conclusions: Black students’ perceptions of the institutional diversity climate for other groups influences their mental health outcomes, and underscores the need for more research on individual-level differences in students’ mental health processes.

Disparities in the frequency of tobacco products use by sexual identity status

BackgroundLargely absent from the literature are studies examining differences in tobacco use frequency among sexual minority populations versus heterosexuals. The current study examined the frequency of tobacco product use (i.e., cigarette, e-cigarettes and cigars, smokeless tobacco, hookah, and heated tobacco products) among sexual minority students versus heterosexuals (straight). MethodsData from the 2020 National Youth Tobacco Survey (n = 14,531) were analyzed to examine the association between sexual identity (lesbian or gay, bisexual, not sure, and heterosexual or straight) and tobacco use frequency. Negative binomial regression and zero-inflated negative binomial models were used to assess the association between sexual identity and each tobacco use frequency among current and ever users. ResultsCurrent e-cigarettes users who identified as gay or lesbian used e-cigarette more frequently than heterosexual students. Multivariable count regression analysis showed that the e-cigarette use frequency in the past 30 days was significantly higher for gays or lesbians (IRR 1.45, 95% CI, 1.19–1.76) compared to heterosexuals. Similarly, gay or lesbian students who were current hookah users on average reported 81% more days of hookah use (IRR, 1.81, 95% CI, 1.08–3.03). The frequency of cigarette smoking was also significantly higher among bisexual cigarette smokers. No significant differences were found in other tobacco product use frequencies between sexual minority and heterosexual youths. ConclusionSexual identity was associated with tobacco use frequency, especially for e-cigarettes and hookah. Elevated tobacco use among sexual minority groups deserves special consideration among a population group that is highly vulnerable to marketing and advertisement targeting.

Prevention Educator Perspectives on LGBTQ+ Exclusion in Alcohol-Facilitated Campus Sexual Assault Education

Alcohol is involved in most sexual assaults on U.S. college campuses. Lesbian, gay, bisexual, transgender, and queer (LGBTQ+) students are at higher risk of both sexual assault victimization and substance abuse than their cisgender, heterosexual peers. Through a larger participation action study alongside Campus Advocacy and Prevention Professionals Association, findings emerged on how U.S. campus-based prevention educators are addressing alcohol’s role in campus sexual assault specifically with LGBTQ+ students. Eleven semi-structured interview participants highlighted limitations to existing prevention efforts and the importance of affirming LGBTQ+ students. Prominent themes include hetero-cisnormativity, stigmatization, and tokenization and lack of representation. Strategies to overcome these limitations are discussed.

Exploring Issues for Black Gay and Bisexual Males in University Settings

The campus environment can be challenging for lesbian, gay, bisexual, trans, or queer (LGBTQ) students still developing their sexual identity. Being a Black gay or bisexual male can add another layer of isolation in their university setting. The campus climate for Black gay and bisexual males lack social support and does address their experience and needs. Additionally, Black gay and bisexual males attending historically Black colleges and universities (HBCUs) feel unsupported by the lack of LGBTQ resources on campus. The conceptual article aims to explore issues impacting Black gay and bisexual males in university settings. This article provides an overview of student identity development, the impact of the African American community, discrimination and hate crimes, the campus climate, the HBCU setting, mentoring impact, and counselor educators’ support with this student population.

Sexual orientation, gender identity and gender expression-based violence in Catalan universities: qualitative findings from university students and staff

BackgroundHate crimes have raised in Spain and the gender and sexuality-based conflicts persist worldwide which leads to this problem having an effect on health and wellbeing. Following a focus of transforming Higher Education Institutions, this research analysed the problem that affects undergraduate students in six Spanish universities. The research goal is to improve the life quality of lesbian, gay, bisexual, transgender, queer and intersex university students, breaking the silence that exists around the violence that this group suffer in Catalonia, Spain.MethodsFollowing the Communicative Methodology, this study has identified violence based on sexual orientation, gender identity or gender expression in the target universities and provided guidelines to improve anti-discrimination protocols. A qualitative method has reached experiences of university students, heads of equality commissions, professors and administrative staff regarding this conflict. Focussing on the qualitative research tools, 30 semi-structured interviews were conducted with university students and staff around issues related to the violence against lesbian, gay, bisexual transgender, queer and intersex students: 1) perception of violence and discrimination, 2) institutional measures, 3) actions against violence. An analysis of exclusionary and transformative dimensions was used to identify emergent themes.ResultsWe have identified two dimensions for the analysis given their impact in contributing or overcoming violence: exclusionary and transformative. A wide range of forms of violence on the grounds of sexual orientation, gender identity and gender expression perpetrated at universities have been identified as exclusionary facts and described by participants in the study. Equality commissions have not received reports of violence based on sexual orientation, gender identity or gender expression, and university staff shows certain unfamiliarity regarding the measures and politics to prevent and intervene in cases of violence against the lesbian, gay, bisexual, transgender, queer and intersex community. Among the results identified as transformative are the ways through which actions of lesbian, gay, bisexual, transgender, queer and intersex groups against violence and the professors’ commitment to intervene have a relevant impact on student’s wellbeing. An improvement and implementation of anti-discrimination protocols with mandatory applicability has also been documented.ConclusionsFindings highlight the need of collecting more evidence that contributes to the improvement of protocols, measures and politics to protect all the members of the university community. A better understanding of violence based on sexual orientation, gender identity and gender expression in HEI’s may guide national and international governments to improve the health and well-being of lesbian, gay, bisexual, transgender, queer and intersex persons.

Differential Decline in Illicit Drug Use by Sexual Identity Among United States High School Students, 2005-2017.

Purpose: Adolescent drug use remains a significant public health concern. Sexual minority youth (SMY) are at elevated risk for illicit drug use compared with their heterosexual peers. We investigated this pattern at the national level, exploring whether trends and disparities in drug use vary over time and by sexual identity. Methods: This study used Youth Risk Behavior Survey (YRBS) data, which were collected at seven time points from 2005 to 2017. Trends and disparities over time in the use of five drugs, as well as any drug use, were analyzed by self-reported sexual identity. Results: The results demonstrated a general decrease in drug use behaviors from 2005 to 2017. The greatest number of significant decreases was among heterosexual and bisexual students; the fewest were among gay and lesbian students. Disparities between heterosexual youth and SMY persisted across years, and were greater for gay and lesbian students in 2017 than for bisexual and not-sure youth. Conclusions: Our results represent the most comprehensive analysis of recent trends in drug use by sexual identity to date. Disparities in drug use remained significant despite overall downward trends within our sample. The significant decreases among bisexual students are not readily explained. We emphasize the need for ongoing research in this area, particularly given the currently volatile social position of sexual minority populations in the United States, and for culturally responsive and trauma-informed responses to SMY drug use.