scholarly journals Intersectionality of Lesbian, Gay, and Bisexual International Students: Impact of Perceived Experiences on Campus Engagement

10.28945/4412 ◽  
2019 ◽  
Vol 4 ◽  
pp. 049-065
Author(s):  
Andrew S Herridge ◽  
Hugo Alberto Garcia ◽  
Mi-Chelle Leong
Keyword(s):  
International Students ◽  
Identity Development ◽  
Online Resources ◽  
Future Research ◽  
Structured Interviews ◽  
Campus Environment ◽  
Campus Engagement ◽  
Emerging Themes ◽  
And Bisexual ◽  
Perceived Experiences

Aim/Purpose: While there are studies that examine the experience of LGB or international students, we are not aware of any study that examines both intersectionalities. In this study, we attempt to be the first to examine the experiences of international LGB students and the resources they utilize on campuses. Background: This research provides an understanding of how this population of students interact with the campus environment, how they perceive the campus climate, and what impact their interaction and perceptions have on their performance and overall outcomes. Methodology: This narrative qualitative research study was guided by the unifying model of sexual identity development and the model of multiple dimensions of identity. This study conducted semi-structured interviews with eleven participants from two states to attain a deeper insight and perspective on the experiences of LGB International students. Contribution: With this population of students being understudied in the larger body of literature, the result of this research will allow for institutional staff and future researchers to gain additional insight into the experiences and outcomes of international students that identify as a member of the LGB community. Findings: The respondents indicated a mixture of experiences based on their sexual orientation and national identity. Emerging themes for RQ1 were Fear, Isolation, and Openness. Respondents expressed the utilization of a wide variety of resources from campus based on online resources. Emerging themes for RQ2 were Campus Based Resources, Online Resources, and Negative Experiences. Recommendations for Practitioners: Based on these findings, institutions of higher education can promote the resources available to students within these populations. Institutions should be intentional in supporting the spiritual and religious needs of international LGBTQIA students to aid in the holistic development of their students. Recommendation for Researchers: It is recommended for researchers to explore how international students who identify as LGBTQIA students experience community colleges. Future Research: Future research should explore how staff, administrators, and faculty attempt to support students from regions of the world that are very conservative as they recruit students from those regions.

Virginity beliefs in lesbian, gay, and bisexual individuals experiencing same- and different-sex “first” times

2021 ◽  
Author(s):  
Coady Babin ◽  
Terry Humphreys
Keyword(s):  
Sexual Experience ◽  
Qualitative Interviews ◽  
Future Research ◽  
Sexual Experiences ◽  
Same Sex ◽  
Structured Interviews ◽  
Significant Drop ◽  
First Sex ◽  
The Gift ◽  
And Bisexual

The purpose of the current study was to explore first sex experiences in lesbian, gay, and bisexual individuals (LGB) using the Virginity Beliefs Framework ( Carpenter, 2001 ; Humphreys, 2013 ; Eriksson & Humphreys, 2014 ). The specific focus was on LGB individuals who have had both a sexual experience with a member of a different sex and a member of the same sex. This phenomenon is what the current study is defining as second virginity loss. Participants consisted of 275 self-identified LGB individuals; the sample was approximately half women (57%) between the ages of 18 and 56. Further, six semi-structured interviews were conducted to gain a clearer understanding of LGB individuals first sex experiences. Two primary research questions were proposed: (1) how do the virginity belief frames map onto the two “first” sexual experiences of LGB individuals? and (2) are there differences in the virginity belief frames between the two “first” times? Results found that LGB individuals hold stronger process beliefs than gift or stigma beliefs for both of their “first” times. The qualitative interviews suggested that the process of understanding virginity was enmeshed with a larger exploration, and eventual validation, of sexual identity. There was also a significant drop in the strength of some of the gift, process, and stigma beliefs from different-sex experience to same-sex experience for many in the gay and bisexual samples, but not in the lesbian sample. The current study is the first to explore the phenomenon of second virginity loss in LGB individuals and could be used as a foundation for future research on LGB first sexual experiences.

scholarly journals The Internet’s Multiple Roles in Facilitating the Sexual Orientation Identity Development of Gay and Bisexual Male Adolescents

2016 ◽  
Vol 10 (5) ◽  
pp. 359-376 ◽  
Author(s):  
Gary W. Harper ◽  
Pedro A. Serrano ◽  
Douglas Bruce ◽  
Jose A. Bauermeister
Keyword(s):  
Sexual Orientation ◽  
Identity Development ◽  
Coming Out ◽  
Phenomenological Study ◽  
Future Research ◽  
The Internet ◽  
Male Adolescents ◽  
Sexual Orientation Identity ◽  
And Bisexual ◽  
Bisexual People

One emerging avenue for the exploration of adolescents’ sexual orientation identity development is the Internet, since it allows for varying degrees of anonymity and exploration. The purpose of this phenomenological study was to examine the role of the Internet in facilitating the sexual orientation identity development process of gay and bisexual male adolescents. Qualitative interviews were conducted with an ethnically diverse sample of 63 gay/bisexual male adolescents (ages 15-23). Participants reported using a range of Internet applications as they explored and came to accept their sexual orientation identity, with the intended purpose and degree of anonymity desired determining which applications were used. Youth reported that the Internet provided a range of functions with regard to the exploration and acceptance of their sexual orientation identity, including (1) increasing self-awareness of sexual orientation identity, (2) learning about gay/bisexual community life, (3) communicating with other gay/bisexual people, (4) meeting other gay/bisexual people, (5) finding comfort and acceptance with sexual orientation, and (6) facilitating the coming out process. Future research and practice may explore the Internet as a platform for promoting the healthy development of gay and bisexual male adolescents by providing a developmentally and culturally appropriate venue for the exploration and subsequent commitment to an integrated sexual orientation identity.

scholarly journals “Stepping up the ladder in safety”: An interpretative phenomenological analysis of how LGB clients experience their therapists’ sexual orientation

2019 ◽  
Vol 7 (1) ◽  
pp. 211-223
Author(s):  
Tsabika Bafiti ◽  
Maria Viou ◽  
Prodromos Tarasis
Keyword(s):  
Sexual Orientation ◽  
Interpretative Phenomenological Analysis ◽  
Therapeutic Process ◽  
Relevant Literature ◽  
Phenomenological Analysis ◽  
Future Research ◽  
Structured Interviews ◽  
And Bisexual ◽  
The One ◽  
Systemic Family Therapy

Relevant literature has explored the issue of disclosure of Lesbian, Gay and Bisexual (LGB) therapists to heterosexual or LGB clients. But how do homosexual or bisexual clients understand and experience their therapist’s heterosexual orientation, known or assumed, in relation to the therapeutic alliance and the therapeutic process? In this qualitative study, we used the Interpretative Phenomenological Analysis to examine eight semi-structured interviews with LGB clients in a family-oriented therapy in Greece. Analysis revealed two themes of higher order, each having three subordinate themes depicting the client’s experience of the therapist’s sexual orientation: 1. Focus on the therapist’s sexual orientation: (a) as a hypothesis (b) as a factor of acceptance (c) as a factor of professional capability and 2. Focus on other therapist features: (a) gender (b) personality traits (c) practice of professional role. The therapist’s sexual orientation or the one perceived by the client was not a neutral issue in therapy and the cultivation of the therapeutic relationship but was only one part of the process. The way all these issues were processed and approached by clients was related to their personal history and phase of therapy. Suggestions for future research include conducting a research on clients from different therapeutic perspectives since it was carried out only on participants in long-term systemic family therapy.

scholarly journals Transitions to fatherhood: a constructivist grounded theory study

2021 ◽  
Author(s):  
◽  
Suzanne Hodgson
Keyword(s):  
Grounded Theory ◽  
Identity Development ◽  
Constructivist Grounded Theory ◽  
Future Research ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Future Health ◽  
Grounded Theory Study ◽  
The North ◽  
First Time

Fathers who are involved with their infants have the potential to make significant positive contributions to their children’s future health, wellbeing, and development. Transitions to fatherhood and the factors that shape those experiences, for some men, are poorly understood. There is a need for an improved awareness of the experiences of first-time fathers to inform policy and practice and improve support and outcomes for these men and their families. The primary aim of this work was to explore contemporary transitions to fatherhood. To this end, a constructivist grounded theory study (CGTM) was undertaken. Twelve new fathers were recruited in the North of England and data were gathered from semi-structured interviews where participants shared their experiences and perspectives of becoming fathers for the first time. Concepts relating to becoming and being fathers were explored in addition to fatherhood identity development. Following analysis of the data via processes fundamental to CGTM, the core category of reconciling father identities was constructed consisting of three theoretical categories: anticipating fatherhood, tensions in fathering and the fluidity of fathering. All participants had strong aspirations for involved fathering performances and took steps to prepare for their new roles. However, they faced various tensions in the workplace, in healthcare and in the normative, often traditional, expectations influenced by social and structural gendered norms. The father roles that they were ascribed by others frequently did not fit with their aspirations during pregnancy and the early months as fathers. They therefore found themselves working through periods of identity reconciliation which impacted upon their self-concept as fathers, their parenting confidence, and their parenting autonomy. Broader consideration of the needs of fathers is required across the arenas in which they perform fatherhood to support the development of positive father identities. This has the potential to benefit the wellbeing of the men themselves, their partners, and their infants. The implications for workplace, healthcare policy and practice are offered including suggestions for future research.

scholarly journals It’s the fear of the unknown: Transition from higher education for young autistic adults

Autism ◽  
2019 ◽  
Vol 23 (6) ◽  
pp. 1575-1585 ◽  
Author(s):  
Jonathan Vincent
Keyword(s):  
Higher Education ◽  
Young People ◽  
Identity Development ◽  
Qualitative Study ◽  
Higher Education Institutions ◽  
Future Research ◽  
Structured Interviews ◽  
Recent Graduates ◽  
Autistic Adults ◽  
Education Courses

More young people with a diagnosis of autism are enrolling and successfully completing higher education courses than ever before and this is set to increase; however, while there is a burgeoning body of literature surrounding the transition into this stage of education, there is a paucity of research that investigates the transition as this population exit higher education. This exploratory qualitative study is one of the first to identify the specific experiences of young autistic adults making this transition, drawing on semi-structured interviews with 21 students and recent graduates. Findings indicate that transition out of higher education is challenging on both practical and psychological levels, manifested by feelings of anxiety and loss. However, there is also evidence that the same phenomenon can also be understood as a positive departure with important implications for identity development. Findings are discussed in relation to future research and implications for practice in higher education institutions.

scholarly journals Mind the Gap

2016 ◽  
Vol 07 (04) ◽  
pp. 1069-1087 ◽  
Author(s):  
Terry Fairbanks ◽  
Erica Savage ◽  
Katie Adams ◽  
Michael Wittie ◽  
Edna Boone ◽  
...  
Keyword(s):  
Future Research ◽  
Theory Approach ◽  
Health It ◽  
Structured Interviews ◽  
Clinical Workflow ◽  
Stakeholder Perspectives ◽  
Critical Areas ◽  
Key Stakeholders ◽  
Emerging Themes ◽  
Grounded Theory Approach

SummaryObjective Decisions made during electronic health record (EHR) implementations profoundly affect usability and safety. This study aims to identify gaps between the current literature and key stakeholders’ perceptions of usability and safety practices and the challenges encountered during the implementation of EHRs.Materials and Methods Two approaches were used: a literature review and interviews with key stakeholders. We performed a systematic review of the literature to identify usability and safety challenges and best practices during implementation. A total of 55 articles were reviewed through searches of PubMed, Web of Science and Scopus. We used a qualitative approach to identify key stakeholders’ perceptions; semi-structured interviews were conducted with a diverse set of health IT stakeholders to understand their current practices and challenges related to usability during implementation. We used a grounded theory approach: data were coded, sorted, and emerging themes were identified. Conclusions from both sources of data were compared to identify areas of misalignment.Results We identified six emerging themes from the literature and stakeholder interviews: cost and resources, risk assessment, governance and consensus building, customization, clinical workflow and usability testing, and training. Across these themes, there were misalignments between the literature and stakeholder perspectives, indicating major gaps.Discussion Major gaps identified from each of six emerging themes are discussed as critical areas for future research, opportunities for new stakeholder initiatives, and opportunities to better disseminate resources to improve the implementation of EHRs.Conclusion Our analysis identified practices and challenges across six different emerging themes, illustrated important gaps, and results suggest critical areas for future research and dissemination to improve EHR implementation.Citation: Ratwani R et al.: Review to identify usability and safety challenges and practices during EHR implementation.

Linguistic identity changes of Chinese international students in Germany

2017 ◽  
Vol 2 (2) ◽  
pp. 240-262 ◽  
Author(s):  
Jingyue Maeder-Qian
Keyword(s):  
International Students ◽  
Identity Development ◽  
Phenomenological Approach ◽  
German Society ◽  
Chinese International Students ◽  
Power Relationships ◽  
Structured Interviews ◽  
Linguistic Identity ◽  
Postgraduate Students ◽  
Identity Changes

AbstractThis article presents findings from a pilot study that aimed to examine Chinese international students’ linguistic identity changes in relation to their English as a lingua franca (ELF) experience and their multilingual competencies in Germany. Data were collected through two rounds of in-depth, semi-structured interviews with seven Chinese postgraduate students over a period of three to five months, with email reports as a supplementary method. A phenomenological approach was then used to interpret four students’ study-abroad experience by looking at relationships among language, identity, and context. The findings suggest that most of the ELF-users demonstrated positive transformation of linguistic identities within the university setting, but ELF also led to a role of ‘bystander’ in German society. The Chinese students’ multilingual identity development demonstrated diverse features and various reasons for this were identified, such as the context in which their social interaction took place, the perceived power relationships between speakers, and the extent of their multilingual competencies.

scholarly journals The Outcomes of the Community Cooking Workshops for International Students at Simon Fraser University

2018 ◽  
Vol 8 (4) ◽  
Author(s):  
Gabriella Luongo ◽  
Rochelle Tucker ◽  
Crystal Hutchinson ◽  
Rosie Dhaliwal
Keyword(s):  
International Students ◽  
Nutrition Education ◽  
International Student ◽  
Social Connectedness ◽  
Future Research ◽  
Structured Interviews ◽  
Cooking Skills ◽  
Hands On ◽  
Workshop Evaluation ◽  
Simon Fraser University

The Community Cooking Workshops (CCWs) are free, bi-weekly, hands-on, cooking and nutrition education workshops for international students facilitated by the Simon Fraser University (SFU) Peer Health Educators (PHEs). The impacts of the CCWs on international student nutrition knowledge, behavior change, and social outcomes were examined. Data was collected and coded from five Spring 2016 CCWs through workshop evaluation forms (n=87, 93% response rate) and nine semi-structured interviews with international student participants. Participants reported changes in eating behavior and knowledge (all food should be consumed in moderation, with variety) and improved sense of community. Future research should assess the long-term impacts of cooking workshops in postsecondary institutions on diet quality, cooking skills, social connectedness, and international student wellbeing

scholarly journals Experiences and Perspectives of Music Therapists Providing Services to Families Experiencing Poverty: A Qualitative Investigation

2017 ◽  
Vol 17 (2) ◽  
Author(s):  
Jessica June Nagel ◽  
Michael Joseph Silverman
Keyword(s):  
Music Therapy ◽  
Therapeutic Process ◽  
Future Research ◽  
Parenting Skills ◽  
Structured Interviews ◽  
Music Therapists ◽  
Therapeutic Needs ◽  
Emerging Themes ◽  
Therapy Interventions ◽  
Therapy Sessions

While music therapists have worked with families experiencing poverty, little literature exists concerning music therapy with this population. The purpose of this study was to gain an understanding of the experiences and perspectives of board-certified music therapists who work with families experiencing poverty. Five board-certified music therapists who are currently or have previously worked in settings that primarily served families experiencing poverty participated in semi-structured interviews. Participants reviewed interview transcripts for member checking purposes and later provided feedback on emerging themes. Interviews were analyzed for emerging themes using the six phases of thematic analysis (Braun & Clark, 2006). Trustworthiness was obtained via the second author who independently reviewed transcripts and created codes and themes. Four themes regarding the use of music therapy interventions with families experiencing poverty emerged: (a) music therapy facilitates the development of parenting skills via education and interaction, (b) children and adults generalize skills from music therapy sessions to daily life, (c) awareness of the factors and unique stressors associated with poverty positively impacts the therapeutic process, and (d) music therapy compliments the broader continuum of support services to meet individual needs. Overall, participants perceived music therapy interventions to be uniquely beneficial in supporting the therapeutic needs of families experiencing poverty. Music therapists can use emerging themes to expediently develop working alliance and potentially create new positions to serve this marginalized population. Implications for practice, limitations, and suggestions for future research are provided.

scholarly journals Examining International Students’ Attitudinal Learning in a Higher Education Course on Cultural and Language Learning

2020 ◽  
Vol 10 (3) ◽  
pp. 664-687
Author(s):  
William R. Watson ◽  
Sunnie Lee Watson ◽  
Sarah E. Fehrman ◽  
Ji Hyun Yu ◽  
Shamila Janakiraman
Keyword(s):  
International Students ◽  
Language Learning ◽  
Student Attitudes ◽  
Course Design ◽  
Cultural Exchange ◽  
Future Research ◽  
Structured Interviews ◽  
Mixed Methods Approach ◽  
Instructional Activities

This study examined students’ perceptions of attitudinal learning outcomes and instructional activities within a language and cultural exchange (LACE) course at a midwestern U.S. university and explored whether perceptions differed based on students’ prior knowledge, major, and/or demographics. We utilized a mixed-methods approach to gather quantitative data from a survey sent out in Weeks 5 and 15 to 137 international students enrolled in multiple sections of a LACE course that gathered perceptions on attitudinal learning and the most impactful aspects of the course design. Follow-up structured interviews were conducted with 37 students. Results indicated students saw growth in their attitudinal learning, with the highest perceived gains regarding cognitive and then behavioral components. Data from student interviews provided specific examples of how student attitudes were changed in each of these four areas of learning. Limitations and future research are discussed.

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