Johny Vincke

Stress-Related Growth, Coming Out, and Internalized Homonegativity in Lesbian, Gay, and Bisexual Youth. An Examination of Stress-Related Growth Within the Minority Stress Model

This study investigates how young lesbian, gay, and bisexual (LGB) individuals deal with coming out and how perceived personal growth may result from that experience. We considered stress-related growth as a mediator between coming-out experiences and internalized homonegativity (IH). Our sample was taken from an online survey and is comprised of 502 LGBs aged 14–30. The social environments acceptance of an individuals sexual orientation and the individuals social identification influence stress-related growth. Several coming-out indicators influence internalized homonegativity and, although growth perception does not function as a mediator between coming out and internalized homonegativity, it has a direct effect on IH.

Acculturation Strategies and Mental Health in Gay, Lesbian, and Bisexual Youth

In this article, we examine the impact of acculturation strategies on minority stress and mental health in lesbian, gay, or bisexual (LGB) youth in Flanders, Belgium. Building on previous identity minority studies and on the social stress model, we investigate how LGB youth acculturate within both the LGB subculture and mainstream society and how this correlates with their mental health. Our sample is taken from an online survey and represents 561 LGB youth aged 14 through 21. The four traditional acculturation strategies are represented in this population (integration, separation, marginalization, assimilation). Bisexual boys are mostly absent from separation and integration strategies; gay and lesbian youth in middle adolescence are significantly more represented in the separation strategy compared to their late adolescence counterparts. Further, our findings suggest the relevance of identification with the LGB community, especially for internalized negative attitudes toward homosexuality. LGB youth who identify with the LGB community score significantly lower on this internalized homonegativity.

2d:4d, sex steroid hormones and human psychological sex differences

Studies on 2d:4d, the ratio between the second and the fourth digit, as a possible indicator of prenatal androgen exposure, have failed to produce consistent results. This paper analyzes the relation between 2d:4d, sex steroids and well-documented sex differences in characteristics such as depression, dominance, and aggressive (ART) and non-aggressive adolescent risk-taking (NART) in a comparatively large sample of adolescent boys (N=301, mean age: 14.4 years) and girls (N=298, mean age: 14.3 years). Boys had on average a lower 2d:4d than girls (F=42.15; p<0.001). With respect to boys, controlling for age and pubertal development (PD), a small but marginally significant positive association was found between 2d:4d and total testosterone (TT) (r=0.11; p<0.05). In girls a significant association was found between 2d:4d and SHBG (r=0.18; p<0.01). However, relationships between 2d:4d and hormones depended on the phase of the menstrual cycle, with 2d:4d being negatively associated with FT (B=-0.013; p<0.05) once a positive association between 2d:4d and FT for girls in the mid-cycle group (B=0.019; p<0.01) is taken into account. With respect to sex differences in characteristics, we found evidence of a relationship between 2d:4d and depression in boys (r=-0.14; p<0.05) but not between 2d:4d and dominance, ART or NART. No relationships were found between 2d:4d and any of these variables in girls.

Visibility and coping with minority stress: a gender-specific analysis among lesbians, gay men, and bisexuals in Flanders

The role of visibility management strategies, as an extended measure of outness related to sexual orientation, has been rarely studied with the aim of explaining the experience of external stressors (i.e., experiences of everyday discrimination and perceived sanctioning of cross-gender behavior) and internal stressors (i.e., internalized homonegativity and general mental distress). In this study, we examined gender differences within these relationships. A non-representative sample of 2,378 lesbians, gay men, and bisexuals was recruited. We found that lesbian and bisexual women scored significantly higher on perceived cross-gender sanctioning and general mental distress compared to gay and bisexual men. Multivariate analysis showed that visibility management was significantly related to the experience of internalized homonegativity in both men and women. Visibility management mediated the relationship between experiences of every day discrimination on the one hand and internalized homonegativity and general mental distress on the other. Finally, we found that compared to gay and bisexual men, lesbian and bisexual women who maintained relatively closed visibility management strategies, reported lower scores on internalized homonegativity but higher scores on general mental distress. We found fewer gender differences related to visibility management than expected and those that we did find were relatively small. Flemish lesbian and bisexual women and gay and bisexual men appear to more alike than different.

From coming out to visibility management: a new perspective on coping with minority stressors in LGB youth in Flanders

This article develops a model that describes relations among environmental characteristics, discrimination and visibility management, and the experience of minority stressors by lesbian, gay, and bisexual (LGB) youth. The article elaborates on how visibility management (i.e., regulating the exposure of ones sexual orientation) of LGB youth can function as a coping strategy and is, therefore, closely tied to the experience of minority stressors. Qualitative support is found for the theoretical model in conducting 24 in-depth interviews with LGB youth. The analysis also shows that LGB youth use specific mannerisms, gender-nonconformist behaviors, and other indirect cues to make themselves visible or invisible as LGBs.

Sense of Belonging in Secondary Schools: A Survey of LGB and Heterosexual Students in Flanders

This study focuses on differences in sense of belonging between lesbian, gay, and bisexual (LGB) and heterosexual students. Data from 1,745 secondary school students were collected with an online survey. Step-wise multiple regression analyses was used to investigate the relationship between sexual orientation and sense of school belonging. The results show that sexual orientation has an impact on sense of belonging for girls, but not for boys. Perceived discrimination and LGB friendliness of the school appeared to be important indicators of sense of belonging for all the respondents, irrespective of their sexual orientation.

Gender ideology, same-sex Peer group affiliation and the relationship between testosterone and dominance in adolescent boys and girls

Although the role of testosterone in the aetiology of social dominance is often suggested, surprisingly few studies have addressed the relationship between sex steroid hormones and dominance as a personality trait. In this paper, the relationship between testosterone and dominance is studied in a sample of adolescent boys and girls, taking into account the moderating role of gender ideology and same-sex peer group orientation. A direct association between free testosterone (FT) and dominance was found in girls but not in boys. In boys, masculine ideology moderated the relationship between FT and dominance, while in girls the relationship between FT and dominance was moderated by same-sex peer group affiliation.

Gender, Parental Control, and Adolescent Risk-Taking

This study examines the relationship between gender, control, and adolescent risk-taking in a sample of 599 adolescents and explores the relation of paternal and maternal direct and indirect control with adolescent risk-taking, controlling for potentially confounding effect of family-related stressors and differential association. Gender differences in levels and effects of direct and indirect control, in levels and effects of family-related strain and in differential association are found. Although the variables related to direct control had a larger explanatory power in girls than in boys—and were in part mediated by differential association—none of the variables explains a substantial part of the gender gap in aggressive and/or non-aggressive risk-taking.

School Motivation in Secondary Schools: A Survey of LGB and Heterosexual Students in Flanders.

This study focuses on the school motivation of LGB (lesbian, gay, and bisexual) students in Flanders, the northern part of Belgium, a fairly LGB-friendly country. The authors hypothesize that LGB students in Flemish secondary schools are less motivated for school than heterosexual students because they experience less sense of school belonging and more discrimination. In addition, the authors investigate minority-specific factors that could influence the school motivation of LGB students. Hierarchical multiple regression analyses are performed on data from 1,745 secondary school students. The impact of minority stressors on the school motivation of LGB students is examined with hierarchical multiple regression analyses on data from 162 LGB students. Both analyses show that lesbian girls are less motivated to perform in school, but sense of belonging, perceived discrimination, and minority stressors do not explain this finding. Alternative explanations for these results and implications for further research are discussed.