A grounded theory study of sociocultural and psychosocial factors that influence the construction and deconstruction of heteronormative and heterosexist worldviews.

Abstract

The purpose of this study is to investigate the psychological developmental process of learning and unlearning heteronormative and heterosexist worldviews and the sociocultural influences that encourage or discourage transition to more affirming beliefs toward same-sex sexual orientation. Given the purpose, a sample of participants who could speak to their experiences with learning and unlearning anti-gay biases was needed. Thus, professionals working in higher education institutions who were members of divisions of professional associations with an emphasis in social justice, diversity, or multiculturalism were invited to participate. The sample was developed from one or more of the following professional organizations: American Psychological Association (APA), American Counseling Association (ACA), and American College Personnel Association (ACPA). This grounded theory study consisted of two phases: (1) questionnaires and (2) interviews. The questionnaire provided a breadth of common experiences among the participants, while the interviews provided a deeper understanding of these experiences. Two models emerged from structured coding procedures: (1) Psychosocial Interaction Model of Heterosexism (PI) and (2) Personal Development Model of Heterosexism (PD). The PI model illustrates interaction processes among significant associations (i.e., individuals, social groups, and institutions), life experiences, and personal meaning making that were influential when developing and changing core beliefs about same-sex sexual orientation. The PD model outlines psychological stages of personal development when learning and unlearning heteronormative and heterosexist worldviews from early childhood to adulthood.