Master of Arts, The Ohio State University, 2008, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Arts, The Ohio State University, 2008, Sociology

The concept of hidden injuries was first described by Sennett and Cobb (1972) in reference to minority class statuses, though this concept can be applied to sexual minorities. Although universities are historically spaces where sexual identity issues are explored, identifying as non-heterosexual can impact the lives of college students, inflicting hidden injuries that are not readily apparent, but that have lasting consequences for the targets of heterosexism and homophobia. Sixteen out lesbian, gay, and bisexual (LGB) college students were asked how they make meaning of incidences of heterosexism and the campus climate. A focus group was conducted with three of the individual interview participants, exploring similar questions. An analysis of the students' responses yielded four general themes. First, the overwhelming majority of students tended to minimize incidences of heterosexism and homophobia in their lives. Second, there was a desire on the part of many respondents to support heteronormativity and develop an identity apart from, rather than integrated with, sexual identity. Third, the campus climate was generally portrayed as positive, though typically in reference to less-supportive milieus. Finally, among some participants, there was the potential for resisting heterosexism, suggesting that the damage done by these hidden injuries can be countered.

Committee: Liana Sayer PhD (Committee Chair); Steven Lopez PhD (Committee Member); Townsand Price-Spratlen PhD (Committee Member) Subjects: Sociology

Doctor of Philosophy, The Ohio State University, 2020, Educational Studies

The purpose of this narrative study was to understand the experiences of bisexual students relative to their sexual identities and how they negotiate their bisexuality on the college campus. This study employed a critical poststructural epistemology (Sarup, 1993; Tierney, 1993), a queer theoretical framework (Abes & Kasch, 2007; Butler, 1990; Jones, Abes, & Kasch, 2013), and was guided by the following four research questions: (1)What narratives of identity negotiation are told by bisexual college students?, (2) How do systems of power influence bisexual students' narratives of identity negotiation?, (3) What is the perceived significance of identity negotiation for bisexual college students?, and (4) How do bisexual students understand their bisexuality as a result of having to employ identity negotiation strategies? Sixteen participants with differing definitions of bisexuality, preferred identity labels, gender identities, races, ethnicities, and worldviews served as the sample for this dissertation research. Data were collected through two semi-structured interviews, the second of which was informed by a drawing activity. Thematic and dialogic/performance analyses resulted in two contextual themes: Pervasive Binegativity and Hegemony of Binaries. Thematic analysis further revealed five themes characterizing identity negotiation strategies: Settling for Simplicity, Transgressing Normativity, Downplaying Bisexuality, Subtly Signaling Sexuality, and Outness as Advocacy. In addition to the emergent themes, individual participant narratives were also provided to highlight the variety of identities and experiences within the bisexual student community.

Committee: Susan Jones Ph.D. (Advisor); Marc Johnston-Guerrero Ph.D. (Committee Member); Shannon Winnubst Ph.D. (Committee Member) Subjects: Higher Education

Doctor of Philosophy, The Ohio State University, 2012, Sociology

Sociological literature has not paid the same attention to the educational attainment of lesbian, gay, and bisexual (LGB) persons, despite their status as a socially marginalized group. Through the application of sociological methods and theories, my dissertation argues that sexual identity's effect on educational attainment is conditional. That is, determining whether sexual minorities are advantaged or disadvantaged educationally depends not only on their sexuality, but also on the social context in which they are nested. This work builds upon educational scholars' investigations of LGB student experiences to apply the same sociological inquiry used to determine other minority groups' educational attainment to sexual minorities. The second chapter of this work investigates the relationship between sexuality and educational attainment. Using the National Longitudinal Survey of Adolescent Health (Add Health), I run logistic regressions on respondents' likelihood of having a bachelor's degree. I use these results to predict probabilities of completing college for heterosexual men, heterosexual women, sexual minority men, and sexual minority women. Results show that education differentials as a function of sexuality are gender-dependent. LGB men are more likely to have a college degree than heterosexual men, and their educational attainment patterns mirror those of heterosexual women. LGB women, however, are the group least likely to have a bachelor's degree, indicating that their educational attainment patterns parallel heterosexual men's. Most studies of the interaction between lesbian, gay, bisexual, and transgender (LGBT) persons and the American college campus environment have been confined to the micro-level. However, little is known about factors at the institutional level that could affect the campus climate. In the third chapter, I use social closure theory to determine the link between institutional factors and a school's climate toward sexual minorities. Re (open full item for complete abstract)

Committee: Liana Sayer (Advisor); Claudia Buchmann (Committee Member); Cynthia Colen (Committee Member) Subjects: Education; Sociology