One hundred ninety-nine self-defined homosexual males were asked about the ages at which milestone events occurred in the coming out process (i.e., initial awareness of same-sex attractions, same-sex acts, self-designation as homosexual, initial involvement in a long-term relationship, self-disclosures to significant others, and acquiring a positive gay identity). Overall findings indicated that an orderly developmental sequence underlies the coming out process; however, not all subjects progressed in a predictable fashion from an awareness of same-sex feelings through behavior to eventual self-labelling, self-disclosure, and final stabilization of a positive gay identity. A number of individual differences emerged: 18% of the sample labelled themselves "homosexual" in the absence of any overt same-sex sexual experience; 22% arrived at homosexual self-definitions while participating in a long-term relationship with another man; 23% adopted homosexual self-definitions only after involvement in such a relationship. Fifteen percent of the respondents indicated that they had not acquired a positive gay identity (i.e., were not glad to be gay). These individuals differed from the remainder of the sample on a number of significant measures reflective of psychological health. Significant differences were also found among three cohort groups with respect to age at occurrence of particular milestone events. Findings from the present investigation were explored in relation to both the theoretical conceptions and available empirical data concerned with homosexual identity formation.
The present study investigated the content of 48 introductory psychology textbooks published over a five-year period (1975-1979) and recommended by publishing companies or psychology professors for use in Canadian universities. The findings indicated that for every one source of relevant information on homosexuality there were five sources of misrepresentative data that reflect a combination of misleading information, liberalism, and heterosexual bias. Textbook editors and authors have: (1) failed to address the rights and needs of gay people; (2) failed to document accurately the social changes associated with being gay; and (3) perpetuated societal stereotypes, thereby appearing to justify the prejudice and discrimination encountered by gay people in their daily lives. Guidelines for the discussion of lesbianism and male homosexuality in introductory psychology textbooks are proposed.
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