Hang Yang, Zhang Xiaojun
Academy of Future Education (AoFE), Xi'an Jiaotong-Liverpool University, Suzhou, China.
Front Psychol. 2023 Apr 17;14:1147119. doi: 10.3389/fpsyg.2023.1147119. eCollection 2023.
Chinese lesbian and bisexual women (LBW) often face difficulties and challenges on campus due to their multiple, socially-oppressed identities. These students have to navigate through uncharted environments to make meaning of their identities. In this qualitative study, by considering four environmental systems of student life, including the student club (microsystem), the university (mesosystem), families (exosystem), and society (macrosystem), we aim to explore what identity negotiation Chinese LBW students have in them and what their meaning-making capacity influence that identity negotiation. We find students experience identity security in the microsystem, identity differentiation-inclusion or inclusion in the mesosystem, and identity unpredictability-predictability or predictability in the exosystem and macrosystem. Moreover, they employ foundational, transitional (formulaic to foundational or symphonic), or symphonic meaning-making capacity to influence their identity negotiation. Suggestions are made for the university to create an inclusive climate accommodating students with different identities.
中国女同性恋和双性恋女性（LBW）由于其多重受社会压迫的身份，在校园中常常面临困难和挑战。这些学生必须在未知的环境中摸索，以理解自己的身份。在这项定性研究中，通过考虑学生生活的四个环境系统，包括学生社团（微观系统）、大学（中观系统）、家庭（外部系统）和社会（宏观系统），我们旨在探讨中国LBW学生在这些系统中进行了怎样的身份协商，以及他们的意义建构能力如何影响这种身份协商。我们发现，学生们在微观系统中体验到身份安全，在中观系统中体验到身份分化 - 包容或包容，在外部系统和宏观系统中体验到身份不可预测 - 可预测或可预测。此外，他们运用基础的、过渡性的（从公式化到基础或交响乐式）或交响乐式的意义建构能力来影响他们的身份协商。我们为大学提出了建议，以营造一个包容不同身份学生的氛围。
