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This exploratory study examined the leadership education potential of sexual assault prevention training via a prevention approach that expressly constructs bystander education as a leadership issue. Evaluation of the Mentors in Violence Prevention (MVP) program offers a practical application of a leadership education approach through a feminist lens, a framework recently advocated by Iverson, McKenzie, and Halman (2019) to better prepare student leaders for active engagement with the central social issues of their time. After undergoing one-day MVP leadership trainings, student leaders (n = 239) evidenced positive gains in such areas as leadership readiness in gender violence prevention, confidence as bystanders, and a willingness to help others. Results also suggest that participants’ prior knowledge, leadership background, and peer group membership shaped their engagement with the program. As a feminist method, MVP worked well for both women and men and across students’ varying racial/ethnic identities, but differences by peer group reveal areas in which additional research and intervention programming may be needed.

The Italian sociological scientific community has shown a limited interest in issues related to bisexuality. The purpose of this paper is to fill the knowledge gap on the subject, showing data of an empirical research conducted online on the Italian bisexual community.

The article is based on a mixed methods online survey on Italian bisexual people, which included 218 interviews. The questionnaire was made up of closed and open-ended questions, to investigate their behaviours, habits and lifestyles.

Social pressure and lack of understanding by others sometimes make difficult for bisexual people to show themselves openly for what they are, especially in some contexts, such as the word of work. From a sociological point of view, one can argue that one of the tools when bisexual people face the stigma related to bisexuality is to control, often in an obsessive way, the information they provide about themselves, carefully evaluating the contexts in which they can free themselves and the time when they must expose themselves in line with the expectations of the heteronormative society.

The non-probabilistic sample limits the external validity of the findings. There are also critical elements that characterise social research when transposed online: first, the profiles of the respondents not always are verifiable; second, the digital divide excludes some groups that cannot access the web or involves an over-representation of those who are more familiar with technologies.

The work presented is the first Italian sociological study aimed at deepening the “invisible B” phenomenon of the LGBT acronym in a systematic way. Nowadays bisexuality remains under-researched in social sciences and overall in sociology. Putting “bisexuality” at the centre of the sociological attention appears important to provide serious and scientifically valid data and information useful both to develop the knowledge on this identity category and to contain forms of discrimination and prejudice.

Modern leadership educators have shown an increased interest in empowering queer student leaders and making campuses more equitable for queer people. These educators help shape the policies, programs, and curriculums that directly impact how queer people experience higher education. Yet there appears to be a dearth of abundant literature on queer people and their experiences as they relate to leadership education. This integrative literature review explores the existing literature on the relationship between leadership education and the queer community over a thirty-year period. The results suggest that queer people are being represented more equitably than they were thirty years ago, but that representation does not extend to all members of the queer community.

Sociological researches about tourism of lesbian, gay, bisexual and transgender (LGBT) people are growing in number. These studies are carried out mainly in Anglo-Saxon countries, although nowadays tour operators, travel agencies, cruise and airline companies have started to reserve more and more services and promotions to this group of travellers all around the world. To fill this gap, the paper presents the results of a research that involved 650 Italian LGBT Millennial travellers.

Using the exploratory technique of multiple correspondence analysis, the research focussed on the study of decision-making processes, finding out the factors that drive young LGBT people to prefer one destination over the others, distinguishing motivations between pull and push factors.

For Italian LGBT Millennials, tourism means more than just recreation. Tourism could also represent a strategy that gives them temporary escape from social prejudice and inequality, since tourist experiences provide an opportunity to re-build LGBT people' sexual identity and enjoy social freedom that LGBT people are deprived of whilst being at home.

The analysis allowed to underline some differences. Even if LGBT people share the burden of being as a member of a sexual and gender minority, LGBT people attribute a slightly different meaning to tourism, considering distinct push and pull factors.

Health disparities affecting lesbian, gay, bisexual, transgender and queer (LGBTQ) populations have been reported in many countries. For Singapore, no large quantitative studies on mental health and well-being in the local LGBTQ community have been published. The authors conducted a community-based survey (National LGBT Census Singapore, 2013; NLCS2013) that covered a comprehensive set of demographic, social and health indicators. Here, the authors investigated mental health status and its correlates in 2,350 LGBTQ individuals within the NLCS2013 sample.

The NLCS2013 was an anonymous online survey conducted amongst self-identified LGBTQ adults (aged ≥ 21 years) residing in Singapore. The survey included the World Health Organisation Well-being Index (WHO-5) as a measure of mental well-being, with low WHO 5 scores (<13/25) indicating poor mental well-being. The authors analysed relationships between low WHO-5 score and a range of respondent characteristics using multivariate logistic regression.

Strikingly, 40.9% of 2,350 respondents analysed had low WHO-5 scores, indicating poor mental well-being. Parental non-acceptance, experience of conflict at home and bullying/discrimination in the workplace or educational environments were all significantly associated with poor mental well-being. Conversely, community participation appeared protective for mental well-being, as respondents who participated in LGBTQ community organisations or events were less likely to have poor mental well-being than non-participants.

The NLCS2013 represents one of the first broad-based efforts to comprehensively and quantitatively capture the sociodemographic and health profile, including mental health status, within Singapore’s resident LGBTQ population. These findings affirm the need to address the mental health needs of LGBTQ individuals in Singapore and to foster safe spaces and allyship.

This qualitative study explores the past experiences of six post-secondary students who self-identified as Lesbian, Gay, Bisexual, and/or Queer (LGBQ) and held leadership roles in student organizations at one large public institution. The purpose of this exploration was to better understand the impact of friendship on the development of a leadership identity. Utilizing Komives et al.’s (2005) Leadership Identity Development (LID) model as a framework, data were obtained from a series of three in-depth interviews with each participant and analyzed through a grounded theory approach. The significance of friendship was noted across all stages of the LID model. Based upon my findings and the suggestions put forth by the participants, a number of recommendations are made for higher education research and practice.

Drawing on the discursive properties of placemaking theory, this paper discusses the development of film tourism in Crete from the release of the award-winning Zorba the Greek (dir. Michael Cacoyannis, ZG) to date. The approach is “genealogical,” seeking to explain how ZG-inspired tourism on Crete ended up being more than about the film itself owing to historical contingency.

This conceptual paper takes identity, digital technology, young people and education as a combined starting point and suggests how to research young people’s identity practices in and out of school. Today’s young people form their identities in a world that is increasingly imbued by digital technologies. What is evident too is that these technologies and the use of them are not restricted to one single context. Rather, digital technologies mediate multiple contexts simultaneously – to an extent where they collapse. This means that school and leisure time, public and private, digital and analog, virtual and material, time and place, social contexts and audiences, through digital technology, merge in various ways in young people’s identity practices and everyday life.

Little is known about what identity practices in collapsing contexts means to young people in their lives and how educators and others can support them. Most studies to date investigate digital technology use as a discrete phenomenon and few studies concern young people’s identity practices in contexts, as they occur. In an increasingly digital world, where dependency on digital technologies continues this forms an urgent knowledge gap to bridge. In particular to guide educators, and others, who support young people as they live and learn through interconnected spaces in and out of school. The conceptual approach of this paper is of importance to better understand how to bridge this gap.

This paper suggests a research approach that extends previous research at the intersection of identity, young people, digital technology by outlining extended ways for thinking about identity in a digital world that can be useful for investigating identity as an existential practice, extending beyond identity representations, in conditions mediated by contemporary digital technologies and in collapsing contexts. What is also included are methodological considerations about researching young people, identity and technology as dynamic research objects, rendering a holistic approach.

It is a conceptual paper that addresses identity, digital technology, young people and education as a combined starting point to outline further research.

The Guided Tour Technique and Social Media Research is suggested as possible methodologies for holistic and ethically sensitive, empirical research on identity, digital technology, young people and education.

This paper aims to examine the use of coproduction to create a film “Do You See Me?”, to amplify the voices of a “hard to reach” group: older lesbian, gay, bisexual (LGB) victim-survivors of domestic abuse (DA).

Qualitative methods were used as part of the co-production, which included two practitioner focus groups and 14 narrative interviews with lesbian, gay, bisexual, transgender, queer or questioning persons or the community (LGBTQ+) victim-survivors.

Despite differences in gender, sexualities, roles and “lived experiences” across stakeholders, there was a shared aim to ensure victim-survivors had a sense of ownership in this endeavour. Consequently, a positive reciprocity existed that helped to foster effective communication, allow for capacity building and subsequent knowledge exchange. The collaboration produced a nuanced meta-narrative making visible the “lived experiences” of LGB victim-survivors’ perceptions of perpetrator behaviours.

To the best of the authors’ knowledge, this paper is original in two ways, firstly, providing insights into the “lived experiences” of an invisible group; older LGBTQ+ victim-survivors, and secondly, in involving them in the co-production of a film. The paper aims to reveal how interdependencies that developed between stakeholders helped to disrupt understandings, develop new ways of knowing and build levels of trust. Group interactions helped to dismantle hierarchies, so those with experiential knowledge: the survivors, had greater control throughout the research process. The paper is significant in providing a critical reflection on the ethical, methodological and resource challenges involved in co-production. It also makes recommendations for researchers and funders about the value of using co-production as a method to engage with hard-to-reach groups.

School principals should lead for social change, particularly in support of vulnerable or marginalized students. An important social justice issue in which principals must provide strong leadership, but may not be adequately prepared in university training, is creating positive and inclusive school environments for lesbian, gay, transgender, bisexual, and questioning (LGBTQ) students. Research reveals that LGBTQ students experience high rates of discrimination, bullying, and physical assault due to their sexual orientation or gender expression. This Application Brief describes how faculty members at a Midwest university developed curriculum and pedagogy for their principal preparation program with the goal of promoting the knowledge and skills that future school leaders need to provide effective leadership for protection, acceptance, and affirmation of LGBTQ students.