LGBTQ+ people

LGBTQ+ individuals currently represent 7.1% of the population yet seek mental health services at rates two to four times higher than average, and present with significantly higher rates of depression, anxiety, stress, substance abuse, and suicidality. LGBTQ+ youth have the highest rates of suicidality of any minority group, with a recent poll reporting 22-32% attempted suicide compared to 5% of non-LGBTQ+ youth. These statistics are influenced by discrimination, stigma, and living in a heterosexist society and can lead to psychological distress, identity concealment, internalized homophobia, and stigma-based rejection explained through Minority Stress Theory. LGBTQ+ polls recently revealed an average of 80% identify as religious and/or spiritual. The purpose of this study is to better understand the risks or rewards of the intersecting identities of religiosity, spirituality and being LGBTQ+. In this quantitative non-experimental design study using Pearson’s R correlation, multiple relationships were found among the variables of spirituality, religiosity, age, being non-white, minority stress, and symptoms. of depression, anxiety, and stress. Multiple regression analysis found that spirituality, religiosity, and minority stress predicted 52% of the variance in depression, anxiety, and stress. Finally, a mediation analysis revealed that religiosity was not statistically significant as a mediator between minority stress and symptoms of depression, anxiety, and stress, but spirituality was statistically significant as a partial mediator of these effects and, therefore, strong emphasis is placed on the benefits spirituality can have among LGBTQ+ individuals.

This multiple case study explored the lived experiences of LGBTQ educators while they navigated the ongoing disclosure of their sexual orientation and inclusion of LGBTQ curriculum in K-12 public schools. Two main research questions and four sub-research questions guided this study. An electronic questionnaire was used to collect initial information and recruit participants for two rounds of semi structured interviews. The sample population for this study consisted of 8 participants. All eight participants completed the initial questionnaire and the first round of interviews. The first interview focused on the educator’s disclosure and school climate. From the original eight participants, six completed the second round of interviews which focused on inclusive curriculum. Data analysis supported themes and findings which emerged from the coding and are presented according to the research question they address. Research Question 1 found negative and positive experiences LGBTQ educators encountered that are presented according to shareholder groups: (a) administrators, staff, and community, and (b) students. Sub-Research Question 1 had three themes related to the influences school climate had on LGBTQ educators’, and Sub-Research Question 2 findings included the negative, positive, and neutral factors that influence an LGBTQ educator’s disclosure decision. Research Question 2 depicted LGBTQ educators’ experiences with LGBTQ inclusive curriculum. Sub-Research Question 3 identified two themes relating to LGBTQ educators’ feelings toward inclusion. Finally, Sub-Research Question 4 found three shareholder groups: (a) students, (b) school and district, and (c) society. Each group comprised factors that impacted the inclusion of LGBTQ curriculum including (a) barriers, (b) benefits, and (c) support.