Doctor of Philosophy, The Ohio State University, 2015, EDU Policy and Leadership
This qualitative study used interview and focus group data from 13 gay, lesbian, bisexual, queer (GLBQ), and other non-heterosexual students of color to add to the extant literature on the intersections of race, sexuality, gender, and other social identity categories in higher education. Using a grounded theory methodology supplemented by intersectionality as its theoretical framework, this dissertation study offers a number of findings that increase our understanding of the ways in which GLBQ college students of color understand, navigate, negotiate, and enact sexual identity label adoption and sexuality disclosure possibilities. The first set of findings explore sexual identity label adoption. In their discussion of label adoption considerations, participants describe sexual identity labels as possessing a utilitarian function; that is, operating as a tool rather than just a descriptor of their sexuality. To this end, there were five findings that emerged regarding sexual identity label adoption; collectively they include the following considerations: (a) a willingness to adopt a sexual identity label, (b) the nature of the adoption process being less than straightforward, (c) need to adopt alternate sexual identity labels to be able to share that identity, (d) the influence of sexual identity development and label adoption of one's understanding of race, and (e) association between access to diverse array of sexual identity labels and one's academic and social involvement. Findings related to sexuality disclosure primary focused on three areas: motivation for disclosure, impetus to conceal or not vocalize one's sexuality and sexual identity, and additional factors that influence disclosure. In addition to findings, implications for research, policy, and theory are considered.
Committee: Terrell Strayhorn (Advisor); Wendy Smooth (Committee Member); Shannon Winnubst (Committee Member)
Subjects: African Americans; Education; Ethnic Studies; Glbt Studies; Higher Education; Higher Education Administration