Abstract:This chapter situates healthcare as a concern for the field of adult education through a critique of disparities in access to healthcare, quality of care received, and caregiver services for racial, ethnic, and sexual minorities.
“…Like many other sexual minorities, gay men who bottom may face unique health and wellness issues, which can be exacerbated by stigma, communication issues, and the lack of medical professionals perceived to be a part of their own community (Collins, Bryant, & Rocco, ). Studies demonstrate that a gay man's need to preserve and enact a masculine identity has consequences for his physical health (Courtenay, ; Hamilton, & Mahalik, ; Pachankis, Westmaas, & Dougherty, ) and that the psychological burden of carrying this additional stigmatization produces increased internalized homophobia (Morin, ; Sánchez & Vilain, ).…”
Section: Discussionmentioning
confidence: 99%
“…Despite sexuality being “the source of our most profound private emotional and physical experiences,” (Edwards & Brooks, , p. 49) the subject “has remained un‐discussable in everyday life” (p. 55) and as an area of interest and investigation in adult education and human resource development (HRD) (Hill, ; Schmidt, Githens, Rocco, & Kormanik, ). Most work on sexuality in adult education and HRD has focused on learning (e.g., King & Biro, ), work experiences (e.g., Gedro, ), discrimination (e.g., Collins & Callahan, ), acceptance (e.g., Githens, ), and health and wellness (e.g., Collins & Rocco, ) for lesbian, gay, bisexual, and transgender (LGBT) people. Examinations of sexual identities that move beyond this previous work have implications for adult education and HRD settings and curriculum:Sexuality is a source of significant learning and experience for adults.…”
Despite sexuality being a powerful source of emotional and physical experiences and learning, it remains underexplored as an area of interest and investigation in adult education and human resource development (HRD). Most work on sexuality in adult education and HRD has focused on learning, work experiences, discrimination, acceptance, and health and wellness for lesbian, gay, bisexual, and transgender (LGBT) people. Notably, there is a need for conversations about sexuality that move beyond our most basic understandings of orientations (such as heterosexual, bisexual, and homosexual) or temperaments (such as conservative/traditional or progressive/nontraditional). One particularly interesting place to begin new conversations is by examining subidentity groups, such as gay men who identify as bottoms (generally prefer receptive roles during anal and/or oral intercourse) because these men are likely to experience stigma related to the constraints of both heteronormative, homonormative, and gendered ideals. The purpose of this article is to explore how the fields of adult education and HRD might come to understand bottom identity development and how some gay men cultivate, construct, perform, and embody bottom identities in a variety of contexts.
“…Like many other sexual minorities, gay men who bottom may face unique health and wellness issues, which can be exacerbated by stigma, communication issues, and the lack of medical professionals perceived to be a part of their own community (Collins, Bryant, & Rocco, ). Studies demonstrate that a gay man's need to preserve and enact a masculine identity has consequences for his physical health (Courtenay, ; Hamilton, & Mahalik, ; Pachankis, Westmaas, & Dougherty, ) and that the psychological burden of carrying this additional stigmatization produces increased internalized homophobia (Morin, ; Sánchez & Vilain, ).…”
Section: Discussionmentioning
confidence: 99%
“…Despite sexuality being “the source of our most profound private emotional and physical experiences,” (Edwards & Brooks, , p. 49) the subject “has remained un‐discussable in everyday life” (p. 55) and as an area of interest and investigation in adult education and human resource development (HRD) (Hill, ; Schmidt, Githens, Rocco, & Kormanik, ). Most work on sexuality in adult education and HRD has focused on learning (e.g., King & Biro, ), work experiences (e.g., Gedro, ), discrimination (e.g., Collins & Callahan, ), acceptance (e.g., Githens, ), and health and wellness (e.g., Collins & Rocco, ) for lesbian, gay, bisexual, and transgender (LGBT) people. Examinations of sexual identities that move beyond this previous work have implications for adult education and HRD settings and curriculum:Sexuality is a source of significant learning and experience for adults.…”
Despite sexuality being a powerful source of emotional and physical experiences and learning, it remains underexplored as an area of interest and investigation in adult education and human resource development (HRD). Most work on sexuality in adult education and HRD has focused on learning, work experiences, discrimination, acceptance, and health and wellness for lesbian, gay, bisexual, and transgender (LGBT) people. Notably, there is a need for conversations about sexuality that move beyond our most basic understandings of orientations (such as heterosexual, bisexual, and homosexual) or temperaments (such as conservative/traditional or progressive/nontraditional). One particularly interesting place to begin new conversations is by examining subidentity groups, such as gay men who identify as bottoms (generally prefer receptive roles during anal and/or oral intercourse) because these men are likely to experience stigma related to the constraints of both heteronormative, homonormative, and gendered ideals. The purpose of this article is to explore how the fields of adult education and HRD might come to understand bottom identity development and how some gay men cultivate, construct, perform, and embody bottom identities in a variety of contexts.
“…An aging population, medical advances in treatment, legal precedents, and advocacy mean that “growing numbers of the ‘well’ disabled are demanding access to opportunities for education and training, work, and leisure” (Rocco & Delgado, , p. 3). Collins and Rocco () link racial, ethnic, and sexual minority status with health disparities that are “inseparable from larger social problems such as racism and homophobia” (p. 5). Sexual minorities may be especially reluctant to seek health care or ask questions due to experiences with homophobia among health professionals.…”
Section: Influences On Health and Health Carementioning
confidence: 99%
“…“People of color disproportionately live in neighborhoods that lack access to health care, quality education, employment opportunities, healthy food, transportation, quality housing, clean air and water, services, and amenities; these same neighborhoods have the most entrenched obstacles to social and economic opportunity” (Lee, , p. 13). This will become increasingly significant as minorities, a term used to describe “anyone whose skin color precludes them from the narrative of Whiteness” including “Hispanics/Latinos, Blacks, Native Americans and Asians” (Collins & Rocco, , p. 7), become the majority, expected by 2042. People with low SES have greater mortality and morbidity, less access to health care, behavioral and lifestyle factors (tobacco and alcohol use, low physical activity, low consumption of fresh foods), and greater exposure to environmental toxicities (Adler & Newman, ).…”
Section: Influences On Health and Health Carementioning
This chapter examines multiple convergent forces affecting health, relates these to social determinants of health and critical adult health learning, and closes with discussion of opportunities for adult educators to contribute to human health at the individual, community, health provider, policy/regulatory agency, and international levels.
“…Persistent socioeconomic health inequities are linked to race, ethnicity, gender, and age. In responding to Collins and Rocco's () calls to address the “relatively unexplored diverse, and complex health issues in racial, ethnic, and sexual minority communities” (2014, p. 6), Jeannine and Reio ( this issue) write about expanding narrow views of human diversity to include ethnicity, nationality, immigration status, culture, disability, sexuality, fitness, psychological states, and motivation, Rather than using human diversity (e.g., gender, race, age, socioeconomic status) solely as statistical control variables in research, they advocate for expanding the concept of diversity beyond what is quantifiable and investigating the multidimensional nature of interrelationships between health dimensions and human diversity as the subject of study in order to “understand the effects and implications of health disparities on the learning and development of those with minority status” (p. 13). This kind of integration is also necessary to the provision of culturally‐sensitive adult education health programming.…”
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