First Advisor

Newman, Harmony

Date Created

5-2019

Abstract

Previous research on sexual identity development demonstrates that there are five discernible, non-linear statuses in which individuals may pass through as they develop their sexual identity: compulsory heterosexuality, active exploration, diffusion, deepening and commitment, and synthesis (Dillon, Worthington, and Moradi 2011). Moreover, prior research on school-based sexuality education (SBSE) demonstrates that no matter its formal designation or political perspective, SBSE is exclusionary, inadequate, and habitually reproduces social inequalities (Bay-Cheng 2003; Elia and Eliason 2010b). SBSE programs within the United States are insufficient because they unvaryingly promote a heteronormative discourse and do not address the sexual health needs or experiences of lesbian, gay, bisexual, transgender, queer, and/or other (LGBTQ+) individuals (Connell and Elliott 2009; McNeill 2013; Estes 2017). The present study explores the ways in which the processes for sexual identity development among LGBTQ+ individuals are influenced by experiences within SBSE settings. Using data from 18 in-depth, qualitative interviews with LGBTQ+ individuals, between the ages of 18 and 26, this study illustrates the unique ways in which SBSE settings reinforce, encourage, or prolong sexual identity development processes for LGBTQ+ individuals. This study gives empirical support to the unifying model of sexual identity development (UMSID) (Dillon et al. 2011) and fills the gap in existing literature by examining the experiences of LGBTQ+ identities within SBSE settings. This study also highlights significant ways in which socialization practices are necessary for understanding sexual identity development processes.

Extent

77 pages

Local Identifiers

GuyerThesis19.pdf

Rights Statement

Copyright is held by the author.

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