pride, on the other hand, in combination with selfesteem, was associated with lower anxiety and perceived stress (Woodford et al.
In the current study, we predict that this type of behaviour will also be exemplified by LGBQ
individuals reporting that they ascribe less value or importance to the opinions of their family members compared to those of their close friends.
Both straight and LGBQ
individuals internalize dominant relationship narratives through a "heteronormative meaning constitutive tradition" (Green 2010:428, 2013).
We also assessed the extent to which students perceived their schools to be welcoming and safe for LGBQ
students, from the perspective both of those identifying as LGBQ
and of those who identify as heterosexual.
senior high school students, humiliation and/or teasing (M = 52.
She found that intergroup support messages that included ideas about social change were more comforting to LGBQ
participants than those that included ideas about social connection, which suggests that it is a benefit to communicating ideas about social change more often.
This paper stems from a from a 2011 research project involving six self-identified LGBQ
Nigerian diasporic women ranging in age from mid-20s to mid-30s.
This can account for why a study published by Campus Pride, the 2012 LGBTQ National College Athlete Report, details a more negative climate in terms of discrimination toward LGBQ
athletes (transgender responses were minimal) than for their heterosexual peers.
It was yet another example of how dangerously underrepresented gay teens are, said Rob Garofalo, a board member for the Gay and Lesbian Medical Association: "Gaining a better understanding of the sexual attitudes and practices of LGBQ
youth, a youth population perceived to be at increased risk of STDs and HIV, would be tremendously helpful.
The issue of disclosure to LGBQ
clients was especially disturbing, since students felt that there might be professional and ethical reasons for disclosure.
These populations may be particularly vulnerable to the poor psychosocial and health-related outcomes that result from victimization, including low self-esteem, depression, and delinquency for students with disabilities (Rose, Forber-Pratt, Espelage, & Aragon, 2014) and higher rates of drug use, depression, and suicidality for youth identifying as LGBQ
(Birkett, Espelage, & Koenig, 2009).
Si l'orientation sexuelle en tant que facteur d'inegalite en education tarde a s'ancrer dans les preoccupations des chercheurs interesses a l'inclusion scolaire, les experiences scolaires des jeunes LGBQ
ont neanmoins fait l'objet de recherches.