Sexual Orientation Identity Development Research Articles

Coming-Out Across the Life Course: Implications of Age and Historical Context

Effects of age and the calendar year when individuals first self-identified as gay, lesbian, or bisexual on their sexual orientation identity development were examined in a large community sample (N=767, 47% female, 18-74-years-old). These 2 variables were used to examine the timing and sequencing of 7 coming-out experiences: first awareness of same-sex attraction; first sexual experiences with opposite-sex partners; first sexual experiences with same-sex partners; self-identification as gay, lesbian, or bisexual; disclosure to someone other than a parent; disclosure to mother; and disclosure to father. The significant effects of age revealed that self-identification in adolescence as opposed to adulthood was associated with an overall young coming-out trajectory for all milestone experiences, which occurred in both earlier and recent historical contexts. Adolescents as opposed to adult self-identifiers were also more likely to demonstrate identity-centered sequences in which self-identification preceded same-sex sexual experiences, and fewer of these individuals had any heterosexual experience. Significant historical context effects indicated recent trends toward younger disclosure of orientation to others and to parents, greater likelihood of an identity-centered sequence, and younger ages for first heterosexual but not same-sex, sexual experiences. Among women, there was a recent trend toward greater likelihood of having a bisexual identity milestone. In general, the maturational effects were independent of historical context, with the exception that only adolescent self-identifiers who came out recently disclosed to others and to parents at an average age younger than 18 years. These developmental and historical trends expand on the stage-sequential framework to show how the process of sexual orientation identity development is driven by maturational factors as well as social changes.

Beyond the Gender Binary: A Case Study of Two Transgender Students at a Midwestern Research University

ABSTRACT Few non-pathologizing models of transgender identity development currently exist. This study uses an adaptation of the D'Augelli (1994) lifespan model of sexual orientation identity development to consider the lives of transgender college students. Interviews with two transgender-identified students find that they have developmental experiences in each process of D'Augelli's framework. In addition to demonstrating the need for more research on transgender identity development, this study suggests that the binary construction of gender that pervades United States culture and college campuses, in particular, must be examined and challenged.

Identity Development of Diverse Populations: Implications for Teaching and Administration in Higher Education (review)

Reviewed by: Identity Development of Diverse Populations: Implications for Teaching and Administration in Higher Education Elisa S. Abes Identity Development of Diverse Populations: Implications for Teaching and Administration in Higher Education by Vasti Torres, Mary F. Howard-Hamilton, and Diane L. Cooper. San Francisco: Jossey-Bass/ASHE-ERIC, 2002. 144 pages. Paper $24.00. ISBN 0-7879-6351-8. This book provides a concise yet comprehensive overview of racial and ethnic identity development theories and offers recommendations for faculty and administrators to incorporate these theories into practice. The primary goal of this monograph is to "promote reflection, dialogue, and understanding for both dominant and subordinate groups" (p. 4). To do so, the authors convincingly portray the relevance of identity development theories by couching a comprehensive review of theory in the context of structural diversity and institutional racism, oppression and privilege, and the complexity associated with creating inclusive learning environments. The monograph consists of six chapters and a case study. In Chapter One, the authors respond to the question: "Why should higher education be concerned with the identity development of diverse students?" by explaining that understanding identity development theories is necessary to foster a marketplace of ideas created through dialogue among people with diverse backgrounds, as well as to create positive learning environments. Chapter Two then introduces some of the foundational identity development theories and offers a brief review of research that considers the application of these theories to students from non-dominant races and ethnicities. Garnered from their review of foundational theories, Chapter Three is grounded in the premise that "additional considerations must be explored and understood to fully appreciate the difficulty of developing an identity while experiencing oppression and prejudice in social, political, and educational structures of society" (p. 16). The authors review theories of oppression, the relationship between privilege and oppression, and white identity development. This ambitious chapter, which persuasively connects oppression and privilege with theories of racial and ethnic identity development, provides a critical and challenging backdrop for the remainder of the book. Chapter Four then offers an overview of numerous theories of multigroup identity, African American identity, Native American identity, Latino/a identity, Asian American identity, and multiracial identity. Prior to reviewing each cluster of theories, the authors typically provide as context a brief historical overview of the marginalization of each social group. Recognizing diversity within non-dominant groups, Chapter Five reviews research on the multiple identities of college students. The remainder of the chapter briefly discusses theories of sexual orientation and gender identity development. The final chapter of the monograph discusses how faculty and administrators can apply identity development theories to create a more inclusive learning environment. Recommendations for administrators focus on culturally inclusive policies and environments. Recommendations for faculty focus on inclusive curriculum and classroom culture. As a first step to "inspiring dialogue," the [End Page 117] monograph concludes with a thought-provoking case study about challenges accompanying the inclusion of a diversity course at a predominantly white college. The authors of this monograph skillfully integrated a vast amount of complex material in a concise piece of work. By succinctly bringing together research about historical and social discrimination; theories of oppression and privilege; the identity development of multiple and diverse racial and ethnic groups; and detailed recommendations for practice, this monograph makes a valuable contribution to the literature. While other works independently discuss these concepts, few demonstrate the implications of their interdependence. Concluding with a case study was a fitting ending to illustrate the complex integration of these concepts and stimulate conversation. The authors reviewed just enough material to inspire further reading and dialogue, which was precisely their stated goal. Although an integrated piece, a couple of chapters are particularly strong. The breadth of theories reviewed in Chapter Three, especially theories of African American identity development, is striking. The authors explained that they presented numerous theories because: "to fit a racial/ethnic group into one monolithic category . . . generalize[s] and stereotype[s] a group of people based on the assumption that their behaviors, beliefs, values, and levels of consciousness are all the same" (p. 48). While the volume of theories could be intimidating for people with no background in this area, this chapter is...

Why Do Individuals Seek Conversion Therapy?

This study examined the potential influence of religiosity, sexual orientation identity development, and internalized homonegativity on the propensity to seek conversion therapy to change one’s sexual orientation. An Internet sample of 76 women and 130 men who were gay-identified, lesbian-identified, same-sex attracted, and “questioning” was studied. Results indicated that two types of religious orientations, intrinsic and quest, predicted a propensity to seek conversion therapy, although in different directions. Further more, internalized homonegativity fully mediated the relationships between religious orientation and propensity to seek conversion therapy. Additionally, there was a significant inverse relationship between sexual orientation identity development and propensity to seek conversion therapy. Implications for practice and research are discussed.

Homosexuality, Ethics and Identity Synthesis

Implicit metaphysical assumptions concerning the nature of sexual orientation are reflected in the language used to frame ethical debates concerning “reorientation” therapies. An alternative metaphysical construal is presented oncerning sexual orientation and sexual identity development and synthesis. This alternative construal allows for humility concerning what we know and do not know about sexual orientation, underscores the client's self-determination and autonomy, and demonstrates regard for personal and religious valuative frameworks. Rather than focusing on therapies aimed specifically at sexual reorientation, clinicians would do well to provide clients with informed consent and to facilitate identity development and synthesis in keeping with their clients' requests for professional services.

Homosexuality, Ethics and Identity Synthesis

Implicit metaphysical assumptions concerning the nature of sexual orientation are reflected in the language used to frame ethical debates concerning "reorientation" therapies. An alternative metaphysical construal is presented concerning sexual orientation and sexual identity development and synthesis. This alternative construal allows for humility concerning what we know and do not know about sexual orientation, underscores the client's self-determination and autonomy, and demonstrates regard for personal and religious valuative frameworks. Rather than focusing on therapies aimed specifically at sexual reorientation, clinicians would do well to provide clients with informed consent and to facilitate identity development and synthesis in keeping with their clients' requests for professional services.

Developmental milestones and disclosure of sexual orientation among gay, lesbian, and bisexual youths

A total of 63 males and 54 females from the southeastern United States who averaged 20 years of age (range=14–27) answered a questionnaire concerned with coming-out milestones, disclosure, and self-esteem for gay, lesbian, and bisexual youths. The mean ages for first awareness of same-sex attraction (11 years), first same-sex sexual contact (16 years), and first disclosure of their sexual identity (17 years) were similar to other recent young samples. The order of these milestones varied among subgroups of gays, lesbians, and bisexuals, and proportions who were out to one or both parents differed for bisexuals and African Americans. The findings suggest diverse individual trajectories as opposed to an invariant sequence of coming-out experiences and highlight the need for greater attention to individual differences in sexual orientation identity development.

Gay, Lesbian, and Bisexual Youths: Separation-Individuation, Parental Attitudes, Identity Consolidation, and Well-Being

The study examines separation-individuation during adolescence and young adulthood for gay, lesbian, and bisexual youths, and evaluates the consequences of parent-youth relationships for well-being and sexual orientation identity development. Seventy-two youths completed interview and questionnaire measures of relatedness, autonomy, and conflictual independence in relation to mothers and fathers, along with self-reports of parent attitudes, identity consolidation, and well-being. When youths perceived that their parents had relatively accepting attitudes regarding sexual orientation they demonstrated closer relatedness and greater conflictual independence with parents, but not greater autonomy. Both accepting parental attitudes and greater separation-individuation predicted more positive well-being for the youths, though only parental attitudes predicted greater consolidation of sexual orientation identity. Although mothers were generally closer and more supportive than fathers, relationships with both parents were important, independent predictors of personal adjustment. The discussion proposes mutual influences among separation-individuation, perceived acceptance by parents, identity consolidation and well-being.