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Using grounded theory methodology, the experiences of 11 self-identified gay male college students were explored to understand how the environment contributed to the exploration and development of a gay identity. One central category (finding empowerment) and 5 integrative categories (self-acceptance, disclosure to others, environmental influences, individual factors, and exploring multiple identities) emerged from the research. Findings suggested that one's sexual identity is complexly integrated and often at odds with other aspects of the individual's identity.
Identity development for gay men in college is often a significant aspect of their lives (Rhoads, 1997). Their sexual identity development is often very prominent and occurs within the context of their college experience. For some gay men their sexual identity development occurs simultaneously and in conjunction with race, gender, and religious identity development. An anonymous student said, "I am a gay man. I am going to be coming out. So I'm gonna have to deal with who am I going to tell and when and why, and who am I going to associate with, and what am I going to do" (Stevens, 1998). This article explores gay identity development within a college environment through the use of the grounded theory methodology.
Since the late 1970s, theories have emerged that address gay and/or lesbian identity. Among those models, several have garnered attention in higher education including Cass (1979, 1984), D'Augelli (1994), Fassinger and Miller (1996), McCarn and Fassinger (1996), Minton and McDonald (1984), and Troiden (1988, 1989).
Cass's (1979, 1984) Homosexual Identity Model provided a context of homosexual identity and its dependence on the individual's interpersonal environment through six stages: identity confusion, identity comparison, identity tolerance, identity acceptance, identity pride, and identity synthesis. Her model was linear and did not include movement back to earlier stages. She acknowledged the possibility of identity foreclosure. Troiden (1988) based some of his research on Cass, but described his fourstage model as a horizontal spiral that progresses both up and down and back and forth. D'Augelli (1994) provided a life span approach to sexual orientation identity development and emphasized six developmental tasks: exiting heterosexual identity, developing a personal gay identity status, developing a gay social identity, becoming a gay offspring, developing a gay intimacy status, and entering a gay community. He used the...