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Degree

Doctor of Philosophy, University of Toledo, Higher Education, 2004.

Abstract

The purpose of this study was to explore the lives of gay students after they had come out in college, because most of the current research stops at the initial coming out experience. Specifically, this study sought to understand how gay students construct their sexual identity and how interactions influence the continuing construction of their sexual identity. D’Augelli’s model of lesbian-gay-bisexual identity severed as the theoretical foundation for the study. The study employed a qualitative design. Data were collected through open-ended interviews with six gay college students, ages 19-22. Three themes emerged from a cross-case comparative data analysis: (a) continuous and distinct coming-out decisions, (b) expectations versus the reality of coming-out, and (c) integration of sexual identity into overall identity. Coming-out is not a one-time occurrence, but instead a dynamic process that has been, and continues to be, influenced by the variety of experiences. All participants arrived at college with certain preconceptions of college life. Coming-out introduced the participants to many new experiences and led participants to develop new expectations of college. Throughout their coming-out process, all participants began to integrate their gay identity into their overall identity; integration each participant attained varied. Results of this study led to four conclusions: (a) a person’s cornerstone, an individual or group from whom affirmation was most desired, seems to have the most profound impact on continued identity development; (b) the size and culture of some colleges create additional identity challenges; (c) positive exposure to gay individuals and culture while growing up may impact the timing of a person’s coming-out, and the speed and depth for identity integration; and (d) a seventh process may need to be added to D’Augelli’s model. Results of this study have important implications for policy and practice. This study showed there is a strong need for safe classrooms and living environments, gay role models on campus, and a wide variety of support available to gay students. This study confirms that each new experience in the lives of gay students causes ripples of change, and that continued study regarding the experiences of gay students must persist.

Subject Headings

Education, Higher

Keywords

identity development; gay identity development; sexual identity development; gay college students; gay students; coming out; gay bars; gay socialization

Advisor

Penny Poplin Gosetti

Pages

208p.

Document number: toledo1083849959
Permalink: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1083849959

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