Using a minority stress framework (Meyer, 2003), and conceptualizing antibisexual discrimination as a type of trauma, we examined relations between experiences of antibisexual discrimination, trauma symptoms, internalized biphobia, depression symptoms, and physical health in a sample of 387 selfidentified bisexual adults from the United States who completed an online survey. Path analysis using structural equation modeling indicated partial support for the hypothesized model. Antibisexual experiences from heterosexuals related to physical health and depressive symptoms, both indirectly through trauma symptoms. No support was found for the hypothesized indirect relation between antibisexual experiences from lesbians and gay men and physical health or depression. No support was found for the hypothesized relations between anti-bisexual experiences from lesbians and gay men and trauma symptoms or internalized biphobia. Overall, results support the notion that experiencing antibisexual prejudice, specifically discrimination from heterosexuals, relates to trauma symptoms, and these symptoms have implications for physical and mental well-being. Implications for mental health workers, medical professionals, and researchers are discussed.
Public Significance StatementThis study shows relations between discrimination and mental and physical well-being for bisexual individuals. Specifically, we found the antibisexual discrimination bisexual people experience from heterosexuals relates to physical health, trauma symptoms, and depressive symptoms. The antibisexual discrimination perpetrated by lesbians and gay men did not demonstrate the same significant relations.
Open educational resources (OER) are increasingly attractive options for reducing educational costs, yet controlled studies of their efficacy are lacking. The current study addressed many criticisms of past research by accounting for course and instructor characteristics in comparing objective student learning outcomes across multiple sections of General Psychology taught by trained graduate student instructors at a large research-intensive university. We found no evidence that use of the OER text impeded students' critical thinking compared to use of a traditional textbook, even after accounting for instructor characteristics. To the contrary, we found evidence of a slight increase in content knowledge when using an OER text. Importantly, this effect was driven by improvements from both our lowestperforming students and our highest-performing students. Moreover, student learning outcomes were not influenced by instructor experience, suggesting even novice instructors fared well with OER materials. Finally, students from traditionally underserved populations reported the lower cost of the book had a significantly higher impact on their decision to enroll in and remain enrolled in the course.
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