Mollet Amanda L
Educational Leadership and Policy Studies, University of Kansas, Lawrence, KS, USA.
J Homosex. 2024 Sep 4:1-24. doi: 10.1080/00918369.2024.2398576.
This study of LGBTQ+ college students highlights and amplifies the experiences of their healthy intimate relationships. College represents a pivotal time for personal and relationship development for many students, and seeing the positive ways students with historically minoritized gender and sexual identities navigate relationships has value for understanding how sexuality manifests within the current culture. Using a critical constructivist perspective and photo elicitation methods, the study includes students' narratives and visual presentations of their lived experiences thriving in healthy intimate relationships. The findings included three specific areas that supported students' thriving: self-work and self-awareness, fluidity and flexibility, and communication. These findings, and students' relationship images highlight the ways that they thrive through continual affirmative consent and responsibility to themselves and their relationships. Together, these findings provide possibility models to support imagining and educating about LGBTQ+ students' healthy intimate relationships. Findings have potential for informing trainings and resources for LGBTQ+ students, enhancing relationship education by challenging oppressive norms that influence all students, and for questioning the ways university regulations inhibit participants' agency for celebrating their intimacy.
这项针对 LGBTQ+ 大学生的研究突出并放大了他们健康亲密关系的经历。对许多学生来说，大学是个人和人际关系发展的关键时期，了解那些在历史上处于少数地位的性别和性取向的学生建立关系的积极方式，对于理解性取向在当前文化中的表现具有重要意义。该研究采用批判性建构主义视角和照片引发法，纳入了学生们在健康亲密关系中茁壮成长的生活经历的叙述和视觉呈现。研究结果包括支持学生茁壮成长的三个具体方面：自我努力与自我认知、流动性与灵活性以及沟通。这些发现以及学生们的关系图景，凸显了他们通过持续的肯定性同意以及对自己和关系负责的方式实现茁壮成长。这些发现共同提供了可能性模型，以支持对 LGBTQ+ 学生健康亲密关系的想象和教育。研究结果有可能为 LGBTQ+ 学生的培训和资源提供信息，通过挑战影响所有学生的压迫性规范来加强关系教育，并质疑大学规定抑制参与者庆祝亲密关系的能动性的方式。
