Minimizing Heterosexism and Homophobia: Constructing Meaning of Out Campus LGB Life

Abstract

This work investigates how American college students make meaning of the heterosexism and homophobia they encounter in their daily lives. Through interviews and a focus group with 23 out lesbian, gay, and bisexual (LGB) college students, analysis yielded four themes: the overwhelming majority of students minimized incidences of heterosexism and homophobia; there was a desire on the part of many respondents to develop an identity apart from, rather than integrated with, sexual identity; the campus climate was generally portrayed as positive; and some participants expressed resistance, suggesting that heterosexism and homophobia can be countered.

Standing in the intersection : using Photovoice to understand the lived experience of black gay college students attending predominantly white postsecondary institutions.

“…Nonetheless, BLG sexual identity development processes are in large part drawn from White gay and lesbian sexual experience, which is markedly different from the BLG experience (Parks, Hughes & Matthews, 2004 (Ferguson, Carr & Snitman, 2014;Fine, 2011;Wilson & Harper, 2013). BLG persons suffer isolation, hostility, and marginalization at the hands of White gay and lesbian communities for being Black and from Black communities for being gay or lesbian (Chambers, 2012;Graham, 2012;Greene, 2009).…”

“…Gay male students seek out peer groups offering a safe space in which to engage in discussions around academic and professional aspirations (Longerbeam, Inkelas, Johnson & Lee, 2007). Although researchers have expressed concerned about the long-term effects of this particular strategy, LGBTQ students may cope with the fallout of sexual prejudice by minimizing or defining antigay acts as "no big deal" in an effort to stave off damage to their psyche, thereby increasing resilience in the face of heteronormative encounters (Fine, 2011).…”

“…For example, LGBTQ students may find it necessary to opt out of traditional or formative college activities such as dorm life and Greek organizations-both areas that have a history of being notoriously emotionally challenging environments for LGBTQ students (Fine, 2011;Schmidt, Miles & Welsh, 2011). In their effort to fit in and feel comfortable interacting socially, gay male students, in particular, spend less time with former friends and consume more alcohol than their heterosexual peers (Longerbeam, Inkelas, Johnson & Lee, 2007).…”

“…Qualitative methods are useful in uncovering subtle, nuanced social processes and have been particularly beneficial in explorations of sexual orientation (Bettinger, 2010;Fine, 2011;Gamson, 2003). Qualitative methods afford the researcher a myriad of ways to capture the voices/stories directly from research participants.…”

“…The researcher chose to conduct interviews, as they are a proven strategy to obtain detailed information from individual research participants (Creswell, 2013;Fine, 2011). A schedule of the interview questions is included in Appendix G. Student interviews were conducted in a private study space at the campus library.…”