The Coming Out Experiences of Gifted, LGBTQ Students: When, to Whom, and Why Not?

• In Event: Stress and Anxiety of Gifted Students

Abstract

This retrospective, mixed methods study examined the development of gifted, LGBTQ students’ (n = 108) multi-faceted identities as they attended home schools and then, attended a residential gifted school for 2 years. First, participants realized sexual orientation and/or gender identity during late adolescence (M = 16.55 years), similar to the general population. Participants shared with friends before family. Yet, 15% still had not shared with anyone, and approximately 35% had not shared with their family. Participants were more likely to (a) share their identities and (b) feel more autonomous, competent and connected at the residential gifted school compared with their home schools. They explained both personal struggles and social fears related to the coming out experience.

Authors

• Jo Tuite, Ball State University

• Lisa DaVia Rubenstein, Ball State University