Lesbian, gay, bisexual, and transgender (LGBT) youth and young adults are known to have compromised physical and mental health, and family rejection has been found to be an important risk factor. Yet few studies have examined the positive role that support from parents, friends, and the community have for LGBT young adults. In a cross‐sectional study of 245 LGBT non‐Latino White and Latino young adults (ages 21–25) in the United States, sexuality‐related social support was examined in association with measures of adjustment in young adulthood. Family, friend, and community support were strong predictors of positive outcomes, including life situation, self‐esteem, and LGBT esteem. However, family acceptance had the strongest overall influence when other forms of support were considered. Implications for the unique and concurrent forms of social support for LGBT youth and young adult adjustment are discussed.

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Implementing curriculum that is inclusive of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people has the potential to create an equitable learning environment. In order to learn more about students' experiences of LGBTQ-inclusive curriculum, 26 high school students with diverse racial/ethnic, sexual, and gender identities were recruited from the Gay Straight Alliance (GSA) Network in California. Students participated in focus groups conducted by telephone by GSA staff, sharing their experiences of LGBTQ-inclusive curriculum in school. Qualitative coding methods, including grounded theory, were used to identify themes and interpret students' responses. Data revealed that LGBTQ-inclusive curriculum was most often taught in social sciences and humanities courses as stand-alone lessons. LGBTQ-inclusive curriculum rarely met standards of social justice education, though opportunities for critical conversations about systemic oppression regularly emerged. For instance, teachers often failed to intervene in LGBTQ bullying and missed teachable moments conducive to inclusive curriculum. Some students learned positive LGBTQ lessons and highlighted the ways such curriculum reflected their identities and created a supportive school climate. Implications for equitable education are discussed.Attention to the lives of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people, including students, teachers, and families in schools has been growing in the past several

Objectives: Popular media and research have predominately focused on the risks of hooking up, which may stigmatize young people. In the current study, we identify factors that facilitate positive hookups. Methods: College students (N D 250) in the United States reported hookup motives, sexual self-concept, sexual satisfaction, and emotional reactions to a hookup. Results: Emotional reactions were more positive than negative. Intimacy and pleasure motives predicted sexual satisfaction; self-affirmation motives predicted positive emotional reactions. Hookups with a previous partner were rated as more satisfying. Conclusions: Understanding qualities associated with positive hookups may better equip young adults to make informed decisions about their sexual lives.

Emerging evidence suggests that lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) youth experience disparate treatment in schools that may result in criminal sanctions. In an effort to understand the pathways that push youth out of schools, we conducted focus groups with youth (n = 31) from Arizona, California, and Georgia, and we interviewed adult advocates from across the United States (n = 19). Independent coders used MAXQDA to organize and code data. We found that LGBTQ youth are punished for public displays of affection and violating gender norms. Youth often experience a hostile school climate, may fight to protect themselves, and are frequently blamed for their own victimization. Family rejection and homelessness facilitate entry in the school-to-prison pipeline. Narratives highlight new opportunities to challenge inequity in schools.