In a Queer Voice: Journeys of Resilience from Adolescence to Adulthood

Index

Index Abuse, 5, 62–64, 71, 74 Accepting behaviors demonstrated by parents, 149 Activism: and David (case study), 27–29, 34, 37–38; and Eddie (case study), 114–115, 122–124, 129–130 Administrators, school. See Teachers/edu­ cators Adolescent girls, generally, 6, 127–128 Adolescents, defined, 9n Adults, defined, 9n African American youth, 132. See also Clark (mini-profile); LGBTQ youth of color The Age of Empathy (de Waal), viii American Psychiatric Association and conver­ sion therapy, 151 American Psychological Association and con­ version therapy, 151 Biological sex reassignment, 93, 96, 103, 105– 108, 110, 113 The Birth of Pleasure (Gilligan), 154n Black feminist theory, 69 Boyfriends: and Eddie (case study), 124–125, 130; and Jordan (case study), 102; and Phil (mini-profile), 146, 147; and Travis (case study), 78–79, 85, 86. See also Girlfriends; Partners Brothers: and David (case study), 20; and Eddie (case study), 119, 125, 129; and Jordan (case study), 97–98, 101, 106, 107; and Kim (mini-profile), 136–137; and Phil (mini-profile), 137–138; and Ruth (case study), 63, 66, 67; and Travis (case study), 80–81, 86, 90. See also Sisters/sisters-in-law Brown, Lyn Mikel, 13–14 Cancer, 83–84, 85 Cass, Vivienne, 126, 127 Central relational paradox, 5–6, 11; and David (case study), 34–35; and Jordan (case study), 110–111; and Michael Sadowski, 172 Childhood, defined, 9n Chow, Stephen, 8n, 10 CityYouth (pseudonym): and David (case study), 26, 27, 162; and Eddie (case study), 114, 121, 128; and Ruth (case study), 67– 68, 75 Clark (mini-profile): and conversion counsel­ ing, 133, 151, 163; and family relation­ ships, 132–133; and peer relationships, 143; and race, 143–144; and reconciling faith with being gay, 147–148; and school, 143– 144; and virtual community, 147–148 Classes, LGBTQ, 3–4, 159 190 Index Clay Technical High School (pseudonym): and Jason (mini-profile), 141–142; and Jordan (case study), 99–101, 111–112, 160; and Lindsey (case study), 43–46, 48, 49–50, 57–58, 157; supportive elements of, 160 Clementi, Tyler, 1, 8, 15–16, 169 College: and David (case study), 26–27; and Eddie (case study), 126; and Michael Sadowski, 172–173; and Travis (case study), 83, 87. See also School Coming out: David (case study), 20–21; Eddie (case study), 115–121, 126, 128, 129, 158; Jordan (case study), 95–96; Michael Sadowski, 172–173; teachers/ educators, 159 Communication: in families, 165–166; and Jordan (case study), 95–96, 97; and Lindsey (case study), 39–40, 41, 57–59 Community: and David (case study), 25, 26, 27, 36, 162; and Eddie (case study), 114, 121–122, 128–129; foundations in, 161–164; and immersion, 161–163; inclu­ siveness of, 163; and Jordan (case study), 93, 102, 103, 108, 109, 112; and LGBTQ youth groups, 161–163; and Lindsey (case study), 46–48, 50–51, 54, 58; religious, 163; and Ruth (case study), 67–68, 75; and Travis (case study), 80, 82; virtual, 163–164 Contrapuntal voices, analyzing, 178 Conversion counseling, 133, 151, 163 Counseling. See Therapy Covering: The Hidden Assault on Our Civil Rights (Yoshino), viii Covert political resistance, 36 Curricula, LGBTQ, 3–4, 159 Cutting, 41–42, 55–56 David (case study), 17–38; and activism, 27–29, 34, 37–38; and adulthood, 28–34, 37–38; brother of, 20; and central rela­ tional paradox, 34–35; and city life, 25–26, 27–28, 36–37; and CityYouth, 26, 27, 162; and college, 26–27; and coming out, 20–21; and community connections, 25, 26, 27, 36, 162; death threats against, 24– 25; and family relationships, 20–22, 31–33, 34, 35, 38; father of, 20–22, 31–33, 34, 38; first-person statements of, 25; and gen­ der identity, 27, 29–30; and happiness, 33; and harassment, 17–18, 19–20, 21, 24–25; and high school, 17–20, 21, 24–25, 34–36; listening to, 34–38; and middle school, 17–18; mother of, 20–21, 32–33; partner of, 30–31, 38; and peer relationships, 17–18, 19–20, 21, 24–25, 26–27; and political resistance, 36–38; possible eating disorder of, 23–24; and psychological resistance, 36; and risks in adolescence, 22–24; selfsilencing strategies of, 20, 34–36; and sissy tattoo, 30; and suicide ideation, 22–23; and teachers/educators, 18–20, 35; and vio­ lent ideation, 22; and virtual community, 25, 26, 36; and work, 28–29, 34, 37–38 Death threats, 24–25 Deep Secrets: Boys...