The Relationship Between Sexual Identity Acceptance and Self-Determination for LGB-Identified University Students in Classroom Settings

• In Event: 29.090 - Roundtable Session 9
  In Roundtable Session: 29.090-22 - Learning Environments and LGBTQ Identity and Well-Being Across Levels of Development

Abstract

Objectives
Social influences can impact psychological well-being (Deci & Ryan, 2000), and psychological well-being influences identity development (La Guardia, 2009). These influences also impact a student’s ability to accept their identity, motivation to learn, as well as their emotional and cognitive engagement (Fiske & Taylor, 2013; Park, Halloway & Arendtsz, 2012; La Guardia, 2009). The social context within which a student operates may have an effect on a student’s self-acceptance. This study sought to discover how sexual identity acceptance, or the lack thereof, affects the self-determination of LGB-identified university students in classroom settings. If LGB learners conceal their sexual identity to gain acceptance, there is a potential barrier to information processing as cognition and emotions compete for resources (Storbeck, 2011).

Theoretical Framework
This study utilizes the Self-Determination Theory (SDT) as a motivational framework for understanding how LGB-identified students’ acceptance of their sexual identities affects learning within classroom environments. This theory offers an explanation of how motivation can influence a student’s emotional and cognitive development within the social context of classroom environments. This research also aims to provide an understanding of how compromising identity acceptance can negatively influence basic psychological needs; and how this can subsequently affect LGB-identified students’ self-determination, including autonomy, competence, relatedness, awareness of self and perceived choice as researched by Ryan and Deci (2000).

Methods and Data Sources
The study used four online instruments to determine how sexual identity acceptance affects self-determination for LGB-identified university students within classroom settings. The quantitative data described an LGB-identified student’s self-determination within the context of a classroom environment based on their sexual identity acceptance and qualitative data provided clarification and insight into these findings.

Results and Significance
Four subconstructs were identified through analyses of these data: social context, level of internalization, experience of need fulfillment in classrooms, and experience of self-determination. Providing the same learning opportunity to all learners should be a core value and goal of every educator. We know that LGB-identified learners exist within our classrooms, yet there has been minimal research related to the emotional, motivational, and cognitive implications of sexual identity acceptance. Motivation in any learning situation relies heavily on a sense of relatedness, belonging, and acceptance of the learner’s social identity and understanding of self (Baldwin, 1992; Latham, 2007; Locke, 2000; VanDellen, Hoy & Hoyle, 2009). As human beings, we use strategies to navigate our surroundings to achieve basic need satisfaction (Deci &Ryan, 2000). If LGB learners conceal their sexual identities to gain acceptance, there is a potential barrier to information processing as cognition and emotions compete for resources (Storbeck, 2011). Using SDT as the motivational framework allows an examination of how internalization influences identity acceptance, and engagement in classrooms, factors that ultimately influence learning. This research fosters awareness and begins necessary discussions that will impact educators, curriculum developers, administrators, and the overall field of educational psychology.

Author

• Sherry Kollmann, Southern New Hampshire University