“The Worst Part Was Coming Back Home and Feeling Like Crying”: Experiences of Lesbian, Gay, Bisexual and Trans Students in Portuguese Schools

Gato, Jorge; Leal, Daniela; Moleiro, Carla; Fernandes, Telmo; Nunes, Diogo Cesar; Marinho, Inês; Pizmony-Levy, Oren; Freeman, Cody

doi:10.3389/fpsyg.2019.02936

Cited by 27 publications

(18 citation statements)

References 69 publications

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“…None of the participants identified family as a strong source of support. This supports recent research by Gato et al (2020) who found that LGBTQ+ young people tend not to identify their families as a source of social support, despite this being a dominant theme in the general literature on resilience (Roffey, 2017). For some, relationships with family members had become impaired due to the disclosure of their sexuality or gender identities (Christopher, Mark, Elizabeth).…”

Section: Resiliencesupporting

confidence: 87%

Transitions Into, and Through, Higher Education: The Lived Experiences of Students Who Identify as LGBTQ+

2020

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This study explores the lived experiences of students who identify as lesbian, gay, bisexual, trans, or queer (LGBTQ+) during their transitions into, and through, higher education. Existing literature presents tragic narratives of students with LGBTQ+ identities which position them as victims. This study conceptualizes transitions as complex, multiple, and multi-dimensional rather than linear. The objectives of the study were to explore: the lived experiences of students who identify as LGBTQ+ in higher education; the role that sexuality and/or gender identity play in their lives over the course of their studies and LGBTQ+ students' experiences of transitions into, and through, higher education. The study is longitudinal in design and draws on the experiences of five participants over the duration of a 3-years undergraduate course in a university in the UK. Methods used include semi-structured interviews, audio diaries and visual methods to explore participants' experiences of transitions. Data were coded and analyzed thematically. This study uniquely found that the participants experienced Multiple and Multi-dimensional Transitions during their time at university and that these transitions were largely positive in contrast to the mainly tragic narratives that are dominant within the previous literature. In addition, this is the first study to have explored the experiences of LGBTQ+ students using a longitudinal study design. As far as we are aware, no existing studies apply Multiple and Multi-dimensional Transitions Theory (MMT) to students in higher education who identify as LGBTQ+.

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Section: Resiliencesupporting

confidence: 87%

Transitions Into, and Through, Higher Education: The Lived Experiences of Students Who Identify as LGBTQ+

2020

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“…According to Gato et al (2020), During recess and if I was alone it was common to be called gay (Male, 19, gay, cisgender). .…”

Section: Subtheme 12: Emerging Of An Intersectional Awarenessmentioning

confidence: 99%

Thematic Analysis of My “Coming Out” Experiences Through an Intersectional Lens: An Autoethnographic Study

Leung

2021

Front. Psychol.

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For lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth, identity development is one of the most critical developmental task. LGBTQ youth are shown to be at risk for a variety of risk factors including depression and suicidal ideation and attempts due to how their identities are appraised in heteronormative societies. However, most LGBTQ educational psychology research have highlighted protective factors that are primarily relevant to support LGBTQ white-youth. One of the major developmental theories, Erikson’s stages of psychosocial development, has identified adolescence as the period where identity development occurs. However, through an intersectional lens, identity development appears to encompass more than adolescence but also emerging adulthood, a developmental stage not accounted for by Erikson’s stages of psychosocial development. The primary goal of this study is to seek to understand and question Erikson’s stages of psychosocial development through an intersectional lens of an autoethnography of my LGBTQ experiences. An autoethnographic approach [diary entries (N = 9), conversations (N = 12), interview (N = 1), social media websites and blogs (N = 2), and drawing (N = 1)] is used to understand my LGBTQ-person of color (POC) experiences of “coming out” or self-disclosure during my adolescence through emerging adulthood. Data was collected on April 2020 and spanned from 2006 through 2020 to account for the developmental period of adolescence and emerging adulthood (ages 13 through 27). Thematic analysis revealed four themes across the two developmental periods: (1) confusion and conflict between my gay and ethnic identity as a closeted adolescent, (2) my first “coming out” as a gay adolescent and “it got better,” (3) frustration arising from the internal conflict between my gay and POC identity as an emerging adult, and (4) frustration arising from external experiences with the flaws of LGBTQ community inclusivity. Results reflected a continuous theme of identity exploration and struggle through both adolescence and emerging adulthood, highlighting the need for future research to replicate similar experiences from other intersectional individuals during emerging adulthood stage, a developmental stage that is considered in between Erikson’s adolescent and young adulthood developmental stage.

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“…Onde está o direito à autodeterminação de género e sexualidade nas crianças e jovens? Estando as instituições -e práticas profissionais -influenciadas por um sistema estrutural que reproduz valores cis-heteronormativos, são também elas palco de violências e fenómenos de marginalização que comprometem a igualdade no acesso à educação (Evans e Rawlings 2019; IGLYO e UNESCO 2021) e à saúde (Ceatha et al 2020;Gato et al 2020; Wilson e Cariola 2020). Por outras palavras, a cis-heteronormatividade regula a forma como a diversidade de género e sexual é ou não «acolhida» e garantida nos diferentes espaços institucionais, produzindo diferentes efeitos transversais, interseccionais e ao longo da vida.…”

Section: Impactos Do Adultocentrismo Na Regulação Da Diversidade Sexual E De Género Na Infância E Juventude -Considerações Finaisunclassified

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2021

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“The Worst Part Was Coming Back Home and Feeling Like Crying”: Experiences of Lesbian, Gay, Bisexual and Trans Students in Portuguese Schools

Cited by 27 publications

References 69 publications

Transitions Into, and Through, Higher Education: The Lived Experiences of Students Who Identify as LGBTQ+

Transitions Into, and Through, Higher Education: The Lived Experiences of Students Who Identify as LGBTQ+

Thematic Analysis of My “Coming Out” Experiences Through an Intersectional Lens: An Autoethnographic Study

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