Suchergebnisse

Chapter 1. Introduction: Beyond Borders, Labels, and Divides -- Chapter 2. Decolonizing the Classroom: Settler Colonialism, Knowledge Production, and Antiracism -- Chapter 3. Interfaith Dialogue: Managing Paradoxes -- Chapter 4. Harmony: Essence and Applications to Dialogue -- Chapter 5. Not Transition, But Translation: A Dialogic Approach to 'Differences' in a Korean Diasporic Evangelical Church -- Chapter 6. Los Seis de Boulder Sculpture Project: A Reflection on Dialogue and Community Building Through Art-Making -- Chapter 7. Writing Black Queers into Existence: A South African Model for Dialogue Among Oppressed Groups -- Chapter 8. Intergroup Dialogue for Social Healing: Creating Spaces of Collective Hope and Transformation -- Chapter 9. Experiential Ecological and Art-Based Practices for Reconnecting with Mother Earth and with Each Other -- Chapter 10. Dialogic Learning in the Time of a Global Pandemic and Beyond -- Chapter 11. Relationality as a Way of Being: A Pedagogy of Classroom Conversations -- Chapter 12. Dialogue and Systems Theory: Teaching Public Conversations in Family Therapy -- Chapter 13. Honoring Culture, Holding Complexity: Synthesis and Emerging Possibilities in Dialogue.

ObjectiveTo explore the processes and experiences associated with disclosing sexual orientation to siblings and extended family.BackgroundFew studies prioritize the experience of disclosing to siblings and extended family, despite its frequency and potential impact on the family unit. Extended family members often act as sources of support for youth; it is therefore worthwhile to consider whether this remains true during and after disclosure of sexual orientation.MethodInterview and questionnaire data were gathered from 22 lesbian, gay, bisexual, and queer (LGBQ) youth, 14 to 21 years of age, from a large Midwestern U.S. city. Constructivist grounded theory informed the qualitative methodology and data analysis. We build on concepts of horizontal and vertical family relationships by also introducing the concept of diagonal relationships.ResultsParticipants described their relationships with aunts as possessing characteristics of horizontal and vertical relationships, allowing them to act as moderators and mediators of the parent–child relationship.ConclusionThe concepts of vertical, horizontal, and diagonal relationships take into consideration how the structure (e.g., hierarchy, egalitarianism, boundaries) and nature (e.g., closeness, reciprocity, mentorship) of various relationships shape the coming‐out process for LGBQ youth, without dismissing the importance of either immediate or extended family members.ImplicationsThe emerging conceptualization can guide services and interventions as well as illuminate further research on the family systems of LGBQ youth.