Sexual Minority Students Research Articles

The Adjustment to U.S. Rural College Campuses for Bisexual Students in Comparison to Gay and Lesbian Students: An Exploratory Study

Previous research suggests that sexual minority (lesbian, gay, and bisexual [LGB]) university students face unique challenges during the adjustment to college that their heterosexual peers do not. Furthermore, sexual minority students, and particularly those identifying as bisexual, at rural campuses in the United States may experience additional struggles because of their environment. The authors undertook this study in an attempt to understand the challenges facing LGB students as they transition to college life on rural campuses. A small, exploratory sample of 56 sexual minority participants attending rural colleges in the United States provided data on measures of college adjustment. Using content analysis of qualitative data and correlational analysis of quantitative data, the following themes emerged: challenges making new friends, difficulty with roommates, and when or whether to disclose sexual orientation. Comparisons between sexual minorities (bisexual to homosexual) were also conducted to explore the unique experiences of bisexual individuals.

Sexual Orientation, Gender, and Racial Differences in Illicit Drug Use in a Sample of US High School Students

We evaluated drug use differences between sexual minority and heterosexual students, including interactions with gender and race/ethnicity. We used 2005 and 2007 Youth Risk Behavior Survey data pooled from Boston, Massachusetts; Chicago, Illinois; Delaware; Maine; Massachusetts; New York City, New York; Rhode Island; and Vermont to evaluate drug use (marijuana, cocaine, inhalants, heroin, methamphetamine, and MDMA [Ecstasy]) using 2 aspects of sexual orientation (identity and sex of sexual partners). Sexual minority students had higher prevalence of drug use than did heterosexuals on both sexual orientation dimensions, and differences were particularly pronounced among bisexual students on both dimensions. Differences between sexual minority and heterosexual male students in prevalence were generally larger than were differences between sexual minority and heterosexual female students. Racial minority students generally reported lower prevalence of drug use. However, the protective effect of African American race was less pronounced for some sexual minorities. Sexual minority youths are at increased risk for drug use. Intervention is needed at the institutional and individual levels to address these disparities.

Protective School Climates and Reduced Risk for Suicide Ideation in Sexual Minority Youths

We examined whether sexual minority students living in states and cities with more protective school climates were at lower risk of suicidal thoughts, plans, and attempts. Data on sexual orientation and past-year suicidal thoughts, plans, and attempts were from the pooled 2005 and 2007 Youth Risk Behavior Surveillance Surveys from 8 states and cities. We derived data on school climates that protected sexual minority students (e.g., percentage of schools with safe spaces and Gay-Straight Alliances) from the 2010 School Health Profile Survey, compiled by the Centers for Disease Control and Prevention. Lesbian, gay, and bisexual students living in states and cities with more protective school climates reported fewer past-year suicidal thoughts than those living in states and cities with less protective climates (lesbians and gays: odds ratio [OR] = 0.68; 95% confidence interval [CI] = 0.47, 0.99; bisexuals: OR = 0.81; 95% CI = 0.66, 0.99). Results were robust to adjustment for potential state-level confounders. Sexual orientation disparities in suicidal thoughts were nearly eliminated in states and cities with the most protective school climates. School climates that protect sexual minority students may reduce their risk of suicidal thoughts.

Survey of New Mexico School Health Professionals Regarding Preparedness to Support Sexual Minority Students

For schools to be safe and supportive for students, school health professionals should be aware of the particular challenges lesbian, gay, bisexual, transgender, or questioning (LGBTQ) students face, especially the risk for discrimination, violent victimization, and depression in the school setting. We assessed school health professionals' preparedness to address needs of LGBTQ students. We conducted a secondary analysis of data collected during a New Mexico school health conference. This analysis focused on the preparedness of 183 school nurses, counselors, and social workers to address needs of LGBTQ students. Data were analyzed by using chi-square tests, other non-parametric tests, and logistic regression. Social workers (84.6%) and counselors (81.5%) were more likely than school nurses (55.8%) to report moderate or high knowledge of LGBTQ youth health risks, including suicide and depression (p < .001). Approximately half of school counselors and social workers reported no or low knowledge of LGBTQ community-based organizations or knowledge of counselors experienced with LGBTQ concerns. School health professionals in New Mexico do not appear prepared to address needs of LGBTQ students. Schools should consider integrating specific content about LGBTQ health risks and health disparities in trainings regarding bullying, violence, cultural competency, and suicide prevention.

Still a Target: Sexual Diversity and Power of Caring.

This study examined the link between victimization and sexual orientation and how this link contributes to social-emotional health, extending to school-related outcomes among adolescents. Of additional interest was to explore the role of having caring adult support as a protective factor to reduce the risk for high levels of distress or enhance positive aspects of life experiences. Participants included 27,245 students (14,114 girls) in grades 7-12 in Western Canada. Results of logistic regression revealed that Lesbian/Gay/Bisexual youth who had experiences of being victimized were at greatest risk for social-emotional and school-related problems, including educational aspiration and activity engagement. Our results also showed that having caring support from parent or teacher significantly contributed to reducing the likelihood of experiencing social-emotional and educational difficulties even among victimized sexual minority students as well as heterosexual youth.

Discrimination and Mental Health Among Sexual Minority College Students: The Type and Form of Discrimination Does Matter

Research indicates that interpersonal discrimination contributes to mental problems among sexual minorities. However, little attention has been given to subtle discrimination and witnessing discrimination. This study examines the relationship among sexual orientation, experiencing and witnessing hostility (e.g., verbal threats), incivility (e.g., dirty looks), heterosexist harassment (e.g., homophobic names), and moderate/high anxiety and depression symptoms among college students. Results indicated that experiencing hostility, incivility, and heterosexist harassment each partially mediated the relationship between sexual minority status and anxiety. Similar relationships were found for experiencing incivility and heterosexist harassment and depression. Witnessing hostility and heterosexist harassment partially mediated anxiety among sexual minority students.

Antecedents of Pro-LGBT Advocacy among Sexual Minority and Heterosexual College Students

Utilizing the resource model of political participation, we identify the antecedents of willingness to sign a petition supporting employment protections for lesbian, gay, bisexual, and transgender (LGBT) people among sexual minority and heterosexual college students. Through secondary data analysis, we investigate the role of sociodemographic, mobilizing context, and framing variables, including various LGBT-related attitudes that have never been integrated in a single regression of LGBT activism. Results from a sample of sexual minority (n = 367) and heterosexual (n = 1,707) college students suggest that the majority of students from both sexual orientation groups are willing to sign a petition for LGBT rights. Although the impact of framing variables, such as transphobia and liberal identity, were most influential among both groups, the relevance of some framing antecedents (i.e., heterosexist attitudes and the disclosure of sexual identities) was specific to each sexuality. Before the inclusion of framing factors, knowing LGBT peers and observing heterosexist discrimination inspired greater activism among both sexuality groups as did being female and a graduate student; however, the significance of religious factors were only important among heterosexual students. Implications for future research are discussed.

The Health of Sexual Minorities: A New Frontier

The article discusses various reports published within the issue, including one by Frederiksen-Goldsen et al. on an increased risk of cardiovascular disease seen among older lesbian and bisexual women, one by Blosnich et al. on the incidence and prevalence of transgender status among U.S. military veterans and one by Meyer and Bayer on the need for legislation to protect the human fights of sexual minority students in U.S. schools.

Population-level evaluation of school-based interventions to prevent problem substance use among gay, lesbian and bisexual adolescents in Canada

ObjectiveThis study examined whether students' odds of recent substance use were lower in the presence of gay-straight alliances or explicit anti-homophobia policy that had been established at their school recently, or at least 3years prior. MethodsWe analyzed a population-based sample of students in grades 8 through 12 from the British Columbia Adolescent Health Survey of 2008 (weighted N=21,708). We used multi-nomial logistic regressions to test the hypothesized effects of gay-straight alliances and policies on substance use outcomes for lesbian, gay and bisexual students, and heterosexual students separately. ResultsResults indicated that gay-straight alliances and anti-homophobic bullying policies were linked to significantly lower odds of some but not all types of recent risky alcohol use, and past-year harms from alcohol or drug use, but almost exclusively in schools where the policies or gay-straight alliances had been established for at least 3years; and among lesbian, gay and bisexual adolescents, only for girls. ConclusionsOur findings suggest that these school-based strategies (gay-straight alliances and anti-homophobia policies) to reduce homophobia and foster school inclusion may be beneficial in reducing problem alcohol use among all students, not just sexual minority students.

Schooling, Sexual Orientation, Law, and Policy: Making Schools Safe for All Students

Sexual minority youth are in the news as never before, and they are the topic of many public controversies. Research suggests that lesbian, gay, bisexual, and transgender (LGBT) youth are often exposed to school environments that are hostile to them. As one might expect in these circumstances, sexual minority youth report feeling depressed, isolated, and even suicidal more often than do their peers. Laws and policies designed to make schools safer for sexual minority youth, greater inclusion of LGBT-related material in the curriculum, and establishment of Gay-Straight Alliances (GSAs) have all been proposed as ways to make schools safer for sexual minority students. The limited research evidence available now shows that the social climate for LGBT youth is more positive at schools with GSAs, but much remains to be learned. Overall, making schools safer for LGBT youth will require cooperation among school officials, teachers, parents, and others.

Sexual Minorities in Faith-Based Higher Education: A National Survey of Attitudes, Milestones, Identity, and Religiosity

Studies on faith-based campuses are beginning to offer a glimpse into the real experience of sexual minority students in these unique settings. This study adds to this growing body of information by surveying 247 undergraduates, who describe themselves as sexual minorities at 19 Christian schools across the United States. They responded to questions related to attitudes regarding sexuality, sexual identity, religiosity, and sexual milestone events. The results from this sample suggest those who attend higher education at faith-based institutions are a distinctive group within Western culture when it comes to the development of religious/spiritual identity and sexual identity. Although diversity with regard to same-sex and opposite-sex attraction is present among those surveyed, common themes exist for this unique sample of undergraduates. Implications for mainstream culture and Christian educational institutions are discussed.

School Counselors’ Education and Training, Competency, and Supportive Behaviors concerning Gay, Lesbian, and Bisexual Students

This study examined high school counselors’ education and training, counseling competency, and supportive behavior regarding gay, lesbian, and bisexual students. Sexual minority students often face a range of school and mental health problems. Results show that participants’ counseling competency skills, knowledge, and attitudes predict affirmative behavior. Counseling competency also mediates the relationship between sexual orientation education/training and affirmative behavior. This article concludes with recommendations for preparing school counselors to work with gay, lesbian, and bisexual youth.

School Counselors' Education And Training, Competency, and Supportive Behaviors Concerning Gay, Lesbian, And Bisexual Students

This study examined high school counselors’ education and training, counseling competency, and supportive behavior regarding gay, lesbian, and bisexual students. Sexual minority students often face a range of school and mental health problems. Results show that participants’ counseling competency skills, knowledge, and attitudes predict affirmative behavior. Counseling competency also mediates the relationship between sexual orientation education/training and affirmative behavior. This article concludes with recommendations for preparing school counselors to work with gay, lesbian, and bisexual youth.

Social Work Faculty Support for Same-Sex Marriage: A Cross-national Study of U.S. and Anglophone Canadian MSW Teaching Faculty

Attention to same-sex marriage has increased in the past decade. This study examines the perceptions of same-sex marriage among social work faculty. Faculty play a critical role in preparing future social workers for competent, ethical practice--including advocacy for social policies inclusive of sexual minorities. The present study investigates endorsement of same-sex marriage among teaching faculty in U.S. and English-speaking Canadian MSW programs. Twelve factors were found to be significant in the bivariate analyses; however, only four retained significance in the multivariate analysis. Specifically, the multivariate analysis found other race and religiosity to be negatively associated with support for same-sex marriage, whereas acceptance of same-sex relationships and understanding gender-based oppression as the root cause of domestic and sexual violence were positively associated with same-sex marriage support. The results highlight the importance of social attitudes concerning same-sex relationships and gender-based oppression for endorsement of same-sex marriage. Implications for social work education and future research are discussed. KEY WORDS: gay and lesbian people; heterosexism; same-sex marriage; social work faculty ********** Same-sex marriage is a controversial policy issue around the world. Currently, same-sex marriage is legal in 11 countries, nine U.S. states, and the District of Columbia. Given the legal and social significance that marriage holds in society, the issue of same-sex marriage raises many social justice and human fights questions for same-sex couples and the social work profession (Fredriksen-Goldsen, Hyun-Jun, Murraco, & Mincer, 2009; Woodford, 2010). Social workers have an ethical responsibility to advocate for social justice for sexual minorities (Canadian Association of Social Workers [CASW], 2005; NASW, 2000). Moreover, social work program educational accreditation standards mandate inclusion of content regarding sexual minorities and oppression related to sexuality (Canadian Association of Schools of Social Work, 2007; Council on Social Work Education [CASWE] Gay, Lesbian, Bisexual, Transgendered Caucus, 2008). However, recent research in the United States demonstrates that content on sexual orientation (and gender identity and expression) needs to be more comprehensively integrated into social work curriculums (Martin et al., 2009). Similar conclusions have been drawn in Canada (CASWE Gay, Lesbian, Bisexual, Transgendered Caucus, 2008). Researchers have devoted attention to social workers' (Berkman & Zinberg, 1997; Crisp, 2006; Green, 2005; Krieglstein, 2003), social work students' (Brownlee et al., 2005; Logie, Bridge, & Bridge, 2007), and social work educators' (Ben-Ari, 2001; Fredriksen-Goldsen, Woodford, Luke, & Gutierrez, 2011) attitudes toward homosexuality. However, minimal attention has been given to attitudes about same-sex marriage. Both CASW (Newman, Brotman, Ryan, & OASW, 2003) and NASW (Webb, n.d.) publicly support same-sex marriage. Although endorsement of same-sex marriage by these organizations is important in advancing same-sex couples' access to marriage, support for same-sex marriage among social work faculty is likely more important, as faculty play a central role in preparing students for competent and ethical practice--including advocacy for and with same-sex couples. Faculty who oppose or are unsure about same-sex marriage may avoid the topic in their courses, thereby negatively affecting students' preparedness to advocate for inclusive marriage policies and related social policies. Furthermore, faculty who oppose same-sex marriage may minimize its importance or advocate to students that marriage remain a heterosexual institution. Also, anti-gay marriage views among faculty may foster an unwelcoming, chilly learning environment for sexual-minority students. Given the role faculty play in developing students' professional values, knowledge, and skills, it is important to understand faculty's views about same-sex marriage. …

“Why Can’t We Learn About This?” Sexual Minority Students Navigate the Official and Hidden Curricular Spaces of High School

In the spaces of high school, sexual minority youth often find that their needs for inclusion are not met by their institutions and those employed within. Through interviews with sexual minority high school students and written questionnaires with high school teachers and other faculty, we find that sexual minority youth are faced with exclusion on a number of curricular levels. Here, we expand the notion of the “official” curriculum to include not only academic curriculums (classrooms), but also campus curriculums (groups) and social curriculums (relationships). Through examining each of these school spaces, we find that the “hidden” heteronormative curriculum directly and adversely affects sexual minority youth on a number of personal and educational levels. Suggestions are provided for changes and additions to high school policies and procedures in order to better serve sexual minority high school populations.

A Religious Experience? Personal, Parental, and Peer Religiosity and the Academic Success of Sexual-Minority Youth Using Nationally Representative Samples

Using nationally representative transcript data, this study is the first to include a discussion of religiosity in the context of sexual-minority students’ academic achievement. This study examines the issue in three capacities: first, by comparing school success of sexual-minority youth to a non-sexual-minority reference group; second, by examining multiple facets of religiosity—including personal, parental, and peer factors—and their associations with the schooling success of sexual-minority youth and their heterosexual counterparts; and third, by exploring these issues across the three definitions of sexual-minority youth for both genders. The results indicate that whereas non-sexual-minority females with higher personal, parental, and peer religiosity tend to have higher grade-point averages (GPAs), sexual-minority males’ school success is unrelated to the religiosity of their environments.

Little Known, Much Needed: Addressing the Cocurricular Needs of LGBTQ Students

Due to the invisible nature of the LGBTQ undergraduate population, it is difficult for student affairs professionals at community colleges to identify and address the needs of sexual minority students on campus.

The Context of Creating Space: Assessing the Likelihood of College LGBT Center Presence

LGBT (lesbian, gay, bisexual, and transgender) resource centers are campus spaces dedicated to the success of sexual minority students. However, only a small handful of American colleges and universities have such spaces. Political opportunity and resource mobilization theory can provide a useful framework for understanding what contextual factors contribute to the presence of these centers. Independent variables’ effects on the likelihood of a campus having an LGBT resource center are measured using logistic regression. Results indicate that public schools with more prestige in liberal political contexts are more likely to have LGBT resource centers, suggesting that both resource mobilization and political opportunity are useful conceptualizations.

Student School Engagement Among Sexual Minority Students: Understanding the Contributors to Predicting Academic Outcomes

ABSTRACT Hierarchical multiple regression is used to examine whether student school engagement predicts grade point average (GPA) and fear-based truancy among 315 sexual minority youth aged 13 to 24 years. Results indicate that student school engagement is a significant predictor of GPA, and this relationship is strongest in the presence of a gay–straight alliance. Having an adult ally at school is associated with a decrease in fear-based truancy, while student school engagement predicts a decrease in fear-based truancy only for youth who have higher levels of subjective fear at school. Implications for future research and for practice among school-based helping professionals are discussed.

Sexual Minority Students Engage in More Risky Health Behaviors

Sexual Minority Students Engage in More Risky Health Behaviors