Determinants of Gay Men's Identity and Outness: Examining the Roles of Minority Stress, Masculinity, Childhood Gender Behavior, Social Support and Socioeconomic Status

Thesis advisor: James R. MahalikMost stage models of gay identity development posit that gay men follow a distinct hierarchical blueprint wherein internal identity processes (e.g. dismantling internalized homonegativity) co-occur with increasing disclosure of their sexual orientation to others (i.e. greater outness). However, some scholars contend that linear stage models lack flexibility and do not account for the diversity of gay men's experience (Fassinger & Miller, 1996). Specifically, gay men's internal and public identity processes may advance by way of distinct, unparallel pathways and for that reason should be evaluated in conjunction and independently of one another. Extending Meyer's (1995; 2003) minority stress model, this study examined the role of childhood gender behavior, adult masculinity, social support and socioeconomic status in explaining gay men's identity status and degree of outness. Five hundred eighteen gay men recruited from online sources (e.g. listservs, Usenet groups) completed measures assessing stigma, anti-gay attack, recalled childhood gender behavior, masculinity, social support, and socioeconomic status. Hierarchical and logistic regression analyses supported several hypotheses reflected in the findings that stigma, anti-gay attack, masculinity, and social support were significantly associated with gay men's identity status and outness. In addition, socioeconomic status moderated the relationship between masculinity and outness, as well as between minority stress (anti-gay attack) and identity status. Altogether, each of the factors examined in this study appear to play a unique role in explaining gay men's identity development and outness, underscoring the complexity of the social context that may intensify or alleviate the stress of these processes. The theoretical implications, future research, limitations, and recommendations for counselors are discussed.Thesis (PhD) — Boston College, 2011.Submitted to: Boston College. Lynch School of Education.Discipline: Counseling, Developmental, and Educational Psychology