Suchergebnisse

AbstractObjectiveThis study aims to identify types of gender‐identity‐specific social support provided by parents that helps transgender and gender‐expansive (TGE) youth of color thrive.BackgroundTGE youth of color benefit from parental social support, though less is known about supportive practices that specifically affirm marginalized gender identities—gender‐identity‐specific social support. Guided by a counter‐storytelling framework that highlights the voices of TGE youth of color, this study investigates how TGE youth of color perceive such support from parents.MethodData were collected via semistructured interviews with 18 youth (14–25 years, Mage = 20.28) who identified as TGE and as persons of color. Transcripts were analyzed using a modified thematic coding approach to identify themes related to youth perceptions of parental support of their gender identities.ResultsFindings revealed four major themes related to parental provision of gender‐identity‐specific social support: self‐work, support of gender‐atypical behavior during early development, current affirmational and instrumental support, and family cohesion. Participants discussed parental gender‐identity‐specific support as a valued source of strength.ConclusionTGE youth well‐being can be enhanced by facilitating parents' provision of gender‐identity‐specific social support.ImplicationsSpecific insight into sources of resilience and strength for TGE youth of color are offered for researchers and practitioners.

Adolescents in 21st century America are experiencing the emergence of their sexual and gender identities in a heteronormative society that is steadily adopting more progressive views and policies related to sexual orientation and gender. However, despite these sociocultural changes, parent–child relationships remain as one of the strongest predictors of LGBT adolescent adjustment. This article reviews the extant literature on this topic from family systems and attachment perspectives while highlighting the significance of family experiences within a minority stress framework. The presentation is oriented around the coming out process, including factors influencing this experience and how postdisclosure parenting affects the health and well‐being of LGBT adolescents. We end by discussing future directions and the challenges inherent to this research.

Technologically-assisted communication plays a key role in facilitating relationships between parents and emerging adult college students who are living away from home. Informed by Media Multiplexity Theory, we investigated the channels that college students use to communicate with parents and the impact that used and non-used channels have on perceived parent–child relationships. Semi-structured interviews were conducted with 44 undergraduate students in the United States. Students used diverse channels to connect with parents, although some channels were used exclusively with peers. Themes related to communication repertoire size (CRS) included communication frequency, content of communication, and parent gender emerged; themes related to communication gap size (CGS) included student-perceived technology gaps, privacy concerns, and generational differences. Students in high CRS dyads perceived that communication technologies increased or maintained parent–child relationship quality, whereas students in high CGS dyads reported that communication technologies worsened or did not impact parent–child relationships.

This review focuses on the measurement of parental autonomy support across different developmental periods. We begin with a summary of current theoretical perspectives on autonomy development and how they have informed the conceptualization of autonomy supportive parenting. We then discuss four different developmental periods (infancy/early childhood, middle childhood, early/middle adolescence, and late adolescence), summarizing developmental considerations for each and how such considerations have an impact on both the nature of autonomy support and how it is assessed. We hope that this information will serve as a resource for researchers who study parental autonomy support across a range of developmental periods, supporting them as they make measurement decisions.

AbstractThis study investigated differences in depressive symptoms, loneliness, and self‐esteem for monosexual (lesbian, gay) and plurisexual (bisexual, pansexual, queer) sexual minority youth (SMY) by relationship status (single, partnered) and relationship configuration (same‐gender partner, different‐gender partner). Participants included 338 SMY (Mage = 19.10 years) who reported on their relationship status, partner's gender identity, well‐being, and ability to confide in partner about LGBTQ issues. Results indicated that for plurisexual youth, single status was associated with greater loneliness; plurisexual youth with same‐gender partners reported fewer depressive symptoms and marginally greater ability to confide in their partner about LGBTQ issues than those with different‐gender partners. Findings reveal similarities across SMY while also highlighting some unique challenges among plurisexual youth with different‐gender partners.