The Dynamic Identity Formation of Sexual Minority Adolescents: A Constructivist Grounded Theory of Adversity and Resilience
Bibliographic record
Abstract
Sexual Minority Adolescents (SMAs) are more likely to experience mental health problems than heterosexual adolescents. This has been observed across geographical and socio-political contexts. Within the UK, minimal work has explored SMA's experience of navigating their sexuality and experiences of adversity and resilience. A constructivist grounded theory approach was adopted. Data were gathered in 2021, from 17 semi-structured interviews with a gender diverse sample aged 16-25. The Dynamic Identity Formation Sexual Minority (DIFS) theory was generated via analysis of participant narrative and informed by existing sociopsychological models (e.g. ecological systems theory). DIFS is a sociopsychological theory, with three tiers (cultures, enactment and experience). The cultures of heteronormativity and gender binarism, and the culture of queerness sit atop. Each culture is enacted by behaviors, i.e. othering and suppression. The final tier is individual experience, which can include internalized homonegativity and/or developing a commitment to supporting others. DIFS helps understand the discrete and interacting influence of sociological structures, interpersonal relationships and psychological experiences over developmental time. Thus, a more holistic and targeted intervention approach can be utilized by psychotherapists with this group. Extra inclusivity efforts towards non-heterosexual relationships are likely to be effective in variant settings, e.g. the education system.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".