Outness among LGBTQ Social Work Students in North America: The Contribution of Environmental Supports and Perceptions of Comfort
Outness among LGBTQ Social Work Students in North America: The Contribution of Environmental Supports and Perceptions of Comfort
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DOI：
10.1080/02615479.2013.855193
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发表时间：
2014-01-01
影响因子：
1.8
通讯作者：
McInroy, Lauren B.
中科院分区：
文献类型：
--
作者：
Dentato, Michael P.;Craig, Shelley L.;McInroy, Lauren B.
本研究探讨了各种环境因素，可能会影响女同性恋，男同性恋，双性恋，变性人，或酷儿（LGBTQ）社会工作学生的“外向”（披露）的水平方面，他们的性取向或性别认同。进行了一项基于互联网的调查，由来自北美社会工作项目的LGBTQ本科生和研究生组成（n = 1，018）。利用Pearson卡方分析，外向与以下六个方面之间存在显着关联：（1）LGBTQ学生对其他学生对其性取向或性别认同的总体舒适度的感知;（2）了解他们的性取向或性别认同的教师人数;（3）了解他们的性取向或性别认同的学生人数;（4）了解他们的性取向或性别认同的学生人数。（4）如何支持他们觉得自己的LGBTQ身份在程序中;（5）支持LGB和Q问题的教师的百分比;和（6）公开LGBTQ管理员或工作人员的认识。对社会工作教育和实践的影响进行了检查，为继续研究的建议。
This study examines various environmental factors that may impact a lesbian, gay, bisexual, transgender, or queer (LGBTQ) social work student's level of 'outness' (disclosure) with regard to their sexual orientation or gender identity. An internet-based survey was conducted, comprised of LGBTQ undergraduate and graduate students from social work programs across North America (n = 1,018). Utilizing Pearson's chi square analysis, significant associations correlated between outness and the following six areas: (1) LGBTQ student perception of other students' overall level of comfort with their sexual orientation or gender identity within the program; (2) the number of faculty that know about their sexual orientation or gender identity; (3) the number of students that know about their sexual orientation or gender identity; (4) how supported they felt with regard to their LGBTQ identity within the program; (5) the percent of faculty that are supportive of LGB and Q issues; and (6) awareness of openly LGBTQadministrators or staffmembers. Implications for social work education and practice are examined, as are suggestions for continued research.