The Impact of Role Models and Mentors on the Mental and Physical Wellbeing of Sexual and Gender Minorities
Abstract
:1. Introduction
2. Materials and Methods
2.1. Protocol
2.2. Eligibility Criteria
2.3. Information Sources, Search Strategy and Study Selection
2.4. Data Collection Process and Data Items
2.5. Risk of Bias in Individual Studies
2.6. Summary Measures and Data Analysis of Qualitative Data
3. Results
3.1. Study Selection and Characteristics
3.2. Risk of Bias in Studies
3.3. Qualitative Study Results
3.3.1. Coming out and Identity Acceptance
“I think it just made me feel okay that there were gay and lesbian teachers and they were fine and they were the same basically as everyone else”. [28]
“The president of the university came forward—and… said ‘If the person… responsible for this decides to come forward, I will prosecute them myself… this university does not foster that kind of behavior… I support your community… this will not be tolerated.’… I’m glad that… this is being made into a big scene”. [29]
“It was something that they just swept under the rug, and you didn’t talk about it. Um, I never heard any anti-gay remarks from the teachers. It was always just the class [who made anti-gay comments], and that was it. But my school never had any kind of a gay-straight alliance or a safe space. It was just never talked about. And that’s the way it was”.
“One piece of media that really hit home for me—and this is when I started thinking about (coming out)—was when (TV) started introducing gay characters or characters coming out of the closet”. [27]
“But she wasn’t out. So it was kind of hard to understand, like—and that was probably one of the reasons that kept me in the closet throughout high school… I also dated a couple boys… re-emphasizing the fact that I was straight… But I think one of the reasons I didn’t come out was the fact that she, my guidance counselor, didn’t either”. [29]
“I guess I’m kind of the same way about it as she is. I kind of feel like I probably would have been anyway, but maybe not. Maybe if she had been visibly queer, maybe I’d be out, too”. [25]
“To recognize that maybe I felt a little bit out of place and I could’ve used some extra counsel…I think just encouraging me to be a little more open [about my sexuality] in college probably would have changed my experience a lot… I just wanted to suppress my sexuality in college”.
“Right around when I was coming out myself, Lady Gaga came out with her Born this Way album. It just seemed like perfect timing—that it was the time I decided to come out—and it was such a revolution for [Lady Gaga] to say that you’re beautiful and brave to be the way you were born”. [27]
“I didn’t know what gay was—I didn’t know what gay affirming was… but I knew that they were”.
3.3.2. Psychological Wellbeing
“I think someone from the community would be a little bit more desirable because being LGBT would be one less thing to explain and have to deal with or stress over”. [30]
“Even though I wasn’t [out as] gay,” he began, “it just gave me so much joy to see someone so campy and over-the-top that I could kind-of relate to”. [27]
“She’s a great person. She listens… she gives great advice… because she actually knows the things you go through… you know she cares… I’ve always seen her like a guardian… she watches over me”. [31]
“I think it’s important for me to have at least one LGBT mentor because… being a sexual minority and a racial minority I tend to have a lot of internalized stigmas. Like, whatever negative is happening in the situation, is it because of my sexual orientation, my gender identity, or my race?… It’s important to have someone who can sit down and say no, it’s not that, it’s actually this. Or to share in that experience and to say this is how I overcame it and this is how you can overcome it and keep moving forward. That is something that’s invaluable”.
“She helped me be more confident into who I am… She told me like it does not matter who I like-that my sexuality matters. That was good for me”.
“I am sort of mentored by an older woman at church who is married and had a family… and I found I was able to sort of discuss my feelings on sexuality and sort of where I felt I sat and my perspective on what the church was doing… so that, I think, was very valuable to me that…there was someone that I could discuss that with, someone who was a Christian and in the church who got that and so I found that very helpful”. [31]
“You go to a mentor, you want to be comfortable with them. If they are homophobic in any way then you would obviously not be comfortable in divulging any kind of personal information to them. You just wouldn’t be comfortable in their presence, and they would not be able to help you in any way. If they aren’t comfortable with who you are, your core, they wouldn’t be able to mentor you in any way”. [30]
3.3.3. Substance Use and Abuse
“I did have a mentor growing up… [he] protected me um, from a lot of the like “vices”… I had someone take me under their wing and like kind of teach me that there were certain things that I needed to know, to be aware of, and not to go down the wrong path. ” (Kyle, European American, gay, 22 yrs. old) [31]
3.3.4. Sexual Health
“We are the abandoned groups of people in this community…no one really care about our life and existence. But my peer also encouraged me to start my own direction… I was lost… I don’t know how can I protect myself away from unsafe sexual activities… no one cared me at all…due to this Peer [Mentor] Modelling Programme… I know what to do now”. [26]
“I had a lifelong friend… older than me… gave me, like advice, go protect yourself, HIV awareness, go get checked out… it’s like they beat it into me so much that now I do get checked up on a regular [basis]”. (John, Latino, gay, 21 yrs. old) [31]
3.4. Results of Quantitative Studies
3.4.1. Alcohol and Substance Misuse
3.4.2. Psychological Distress
3.4.3. Sexual Health Risk
4. Discussion
4.1. Summary of Results
4.2. Strengths and Limitations of Review
4.3. Limitations of Included Studies
4.4. Implications for Policy
4.5. Implications for Further Research
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
Study | Impact of Role Model or Mentor ± Comparator Group | Outcomes | Domain | |
---|---|---|---|---|
Bringaze et al., 2001 [24] | No specific extractable data, paper states: ‘Seeking out other gays and lesbians (including gay friends, social organisations, role models and gay bars) was identified as helpful in the coming out process” No comparator for negative or absent role models or mentors | Role models or mentors are helpful resources helpful in coming out process | Coming-Out Experience and Acceptance | |
Donahue, 2007 [25] | Absence of role models or mentors: [Referring to colleague who is not out] “I guess I’m kind of the same way about it as she is.I kind of feel like I probably would have been anyway, but maybe not. Maybe if she had been visibly queer, maybe I’d be out, too”. [Participant:] “If she had been a different kind of person who had been chummy with the kids and they knew everything about her, maybe I would have thought, oh, I could do that with kids too. I see how she’s doing that. But that’s not what I saw. “Both participants expressed uncertainty about whether having an out teacher role model would have led to their being more open in the school”. No comparator for positive or present role models or mentors | Positive impact of seeing role model: “It was just really great to see kids responding positively to her and not seeming to care. They listen to her and they respect her. In fact, she had a great relationship with the kids so surely that [her sexual orientation] is not stopping her from having a great relationship”. | Concealment of sexuality from others where role models or mentors is closeted | Coming-Out Experience and Acceptance |
Dos Santos, 2021 [26] | Presence of role models or mentors: “We are the abandoned groups of people in this community… no one really care about our life and existence. But my peer also encouraged me to start my own direction… I was lost… I don’t know how can I protect myself away from unsafe sexual activities… no one cared me at all… due to this Peer [Mentor] Modelling Programme… I know what to do now… (Youth, #22)” No comparator for negative or absent role models or mentors | Sexual health knowledge increases | Sexual Health | |
Forenza, 2017 [27] | Presence of role models or mentors: “They create an environment that is beautiful or surprising, and it takes you away from your everyday crap”. “As a kid,” he began, “I didn’t know what gay was—I didn’t know what gay affirming was… but I knew that they were”. | Affirmation of sense of self | Coming-Out Experience and Acceptance | |
Presence of role models or mentors: “When I was growing up, there really weren’t a lot of gay [role models], so I think I was looking for people to identify with”. “Even though I wasn’t [out as] gay,” he began, “it just gave me so much joy to see someone so campy and over-the-top that I could kind-of relate to”. | Sense of shared identity | Coming-Out Experience and Acceptance | ||
Presence of role models or mentors: “One piece of media that really hit home for me—and this is when I started thinking about (coming out)—was when (TV) started introducing gay characters or characters coming out of the closet,” “Right around when I was coming out myself, Lady Gaga came out with her Born this Way album. It just seemed like perfect timing—that it was the time I decided to come out—and it was such a revolution for [Lady Gaga] to say that you’re beautiful and brave to be the way you were born”. No comparator for negative or absent role models or mentors | Living authentically and affirming identity | Coming-Out Experience and Acceptance | ||
French, 2009 [28] | Absence of role models or mentors: “She feels gay males were accepted in her school due to contemporary television shows like Will & Grace. She only recalls one openly gay female and felt at the time lesbians would not be as accepted as gay men. She feels her community at school did not have a place for lesbians”. | Exposure to role models or mentors: “I think it just let me know once if I did identify as gay that it was fine and that gay and lesbian, whether its writers or scientists or whatever, could create the same output as straight or other individuals. I think it just made me feel okay that there were gay and lesbian teachers and they were fine and they were the same basically as everyone else”. | Media representation has role in destigmatisation of SGM identities Direct RMMs aid in destigmatising homosexuality | Coming-Out Experience and Acceptance |
Absence of role models or mentors: “To recognize that maybe I felt a little bit out of place and I could’ve used some extra counsel, could’ve used some extra attention I think in some of my science classes. I think just encouraging me to be a little more open [about my sexuality] in college probably would have changed my experience a lot and I’m sure that would have carried over into my classes and my interests in science as well…I just wanted to suppress my sexuality in college”. | Exposure to role models or mentors: “The medical school she attends has several open gay faculty members, who serve as role models to the students and Kate feels the environment is nurturing to her growth as a lesbian doctor”. | Additional counsel advice may influence sexuality suppression Increased visibility destigmatise SGM identities and nurture growth | Coming-Out Experience and Acceptance | |
Sadowski et al., 2009 [29] | No comparator | Exposure to role models or mentors: “Janice, and she’s a nurse. And um, I talk to her about anything, you know, because I’m just—she’s a GSA leader and, um, she listens and she’s been there and, you know, I can just talk to her”. | Feeling listened to when discussing LGBTQ+ issues increases psychological safety | Psychological wellbeing |
Experiences of absent role modelling: In reference to school board turning down teacher wanting to form Gay Straight Alliance: “It was something that they just swept under the rug, and you didn’t talk about it. Um, I never heard any anti-gay remarks from the teachers. It was always just the class, and that was it. But my school never had any kind of a gay-straight alliance or a safe space. It was just never talked about. And that’s the way it was”. | In reference to role models or mentors response to homophobic graphiti on school posters: “The president of the university came forward—and basically said, ‘If the person, persons responsible for this decide to come forward, I will prosecute them myself.’ He said, ‘This university does not foster that kind of behavior. This is not what it’s about.’ And he just had—He said, ‘Everyone is entitled to an education. I support your community, and this will not be tolerated.’ And I’m glad that there is—this is being made into a big scene”. | Absence of discussion about LGBTQ issues by potential role models leads to stigmatisation Proactive zero-tolerance discussions by role models or mentors regarding homophobic behaviours increases feelings of safety | Coming-Out Experience and Acceptance Psychological wellbeing | |
Experience of role models for remaining closeted: “But she wasn’t out. So it was kind of hard to understand, like—and that was probably one of the reasons that kept me in the closet throughout high school. Like, I didn’t tell anyone that I was gay. I just kind of didn’t say, or would say I was straight. I mean, I also dated—senior year, I dated a couple boys, so—or, was—or like, yeah, was, like, involved with straight boys, too. So it was kind of, like, re-emphasizing the fact that I was straight… But I think one of the reasons I didn’t come out was the fact that she, my guidance counselor, didn’t either”. | Positive role models or mentors: [My mother said,] “Well, maybe you’re not straight. Like, maybe you’re either a lesbian or your bi, or you’re just immature. It could be a number of things”. And I said, “Well, I don’t think it’s—I don’t think I’m ready to write off guys, but I think that I’m not—I am attracted to women, too”. And she said, “Well, we’re Unitarian Universalists, so that’s okay”. And she was kind of, like, “End of story”. Ironically, Ruth seemed to have been caught slightly off guard by her mother’s ready acceptance: I was like, “No, there’s a coming out process. You’re supposed to have things to deal with. I don’t understand why you’re not, like, having any questions, or asking me about anyone I like, or—” And she didn’t really have anything to say or think she had any problem with it. In contrast to Ashton’s parents, Ruth’s mother helped begin the process of coming out to other family members. Ruth exuded pride when speaking about her open relationship with her maternal grandfather, and she credited her mother with helping negotiate coming out to this significant person in her life. | Openness of role model identity may affect decisions to remain closeted | Coming-Out Experience and Acceptance | |
Sanchez et al., 2018 [30] | LGBT mentor has shared understanding of experiences | Typical response (8–14 responses) | Psychological well-being | |
LGBT mentor has added benefit of serving as a role model | Rare (<4 responses) | Psychological well-being | ||
LGBT mentor can assist with coming out process | Rare (<4 responses) | Coming-Out Experience and Acceptance | ||
LGBT mentor is non-discriminatory | Rare (<4 responses) | Coming-Out Experience and Acceptance | ||
LGBT mentor is sensitive to LGBT concerns | Rare (<4 responses) | Psychological well-being | ||
Exposure to role models or mentors: “I think someone from the community would be a little bit more desirable because being LGBT would be one less thing to explain and have to deal with or stress over”. | Shared identity amongst mentors may reduce stress | Psychological well-being | ||
Negative role models or mentors: “You go to a mentor, you want to be comfortable with them. If they are homophobic in any way then you would obviously not be comfortable in divulging any kind of personal information to them. You just wouldn’t be comfortable in their presence, and they would not be able to help you in any way. If they aren’t comfortable with who you are, your core, they wouldn’t be able to mentor you in any way”. [White cisgender lesbian female dental student]. | Homophobia displayed by mentors reduces psychological safety and makes SGM people feel uncomfortable | Coming-Out Experience and Acceptance Psychological wellbeing | ||
Positive role models or mentors: “I think it’s important for me to have at least one LGBT men- tor because a lot of times being a sexual minority and a racial minority I tend to have a lot of internalized stigmas. Like, whatever negative is happening in the situation, is it because of my sexual orientation, my gender identity, or my race? It’s important to have someone who can sit down and say no, it’s not that, it’s actually this. Or to share in that experience and to say this is how I overcame it and this is how you can over- come it and keep moving forward. That is something that’s in- valuable”. | Psychological safety; destigmatisation | Psychological well-being | ||
Taylor & Snowden, 2014 [31] | Absent role models or mentors in Church: She recounted a conversation she had with a work colleague about Diversity Role Models, a charity aimed at helping schools eradicate homophobic bullying: “they send normal people into schools to go ‘I’m gay, I’m normal, feel free to ask your questions’ (as a side note which just occurred while working on this—maybe the House of Bishops need to meet a Diversity Role Model)”. | Lack of LGBTQ+ representation in church | Coming-Out Experience and Acceptance | |
Positive role models or mentors: “… it’s quite diverse and it’s a woman vicar, which I’ve found to mean that they are more liberal and do actually dare to talk about things like gay stuff and race and stuff. So that’s cool… the vicar there, she openly talked about LGBT stuff and women’s stuff in sermons, and that’s made me want to go back”. | Destigmatising LGBTQ topics in church environments | Coming-Out Experience and Acceptance | ||
Negative role models or mentors: “he [the priest and placement mentor] said, ‘Well I don’t think I could support your way of life if you were to stay here with the youth Minister and I think it’s incompatible with what the Bible says”.’ As a result, Kirsty aspires to work in leadership and ministry but has accepted that “it’s not really likely… There aren’t a lot of churches that are accepting of gay people really, or if they are accepting then you’ve got to stay celibate and you can’t be in a relationship, and I think that’s absolute rubbish”. | Lack of acceptance following coming out | Coming-Out Experience and Acceptance | ||
Exposure to role models or mentors: “I am sort of mentored by an older woman at church who is married and had a family and we have a coffee every now and again and I found I was able to sort of discuss my feelings on sexuality and sort of where I felt I sat and my perspective on what the church was doing and how I related to that. So that, I think, was very valuable to me that I could, there was someone that I could discuss that with, someone who was a Christian and in the church who got that and so I found that very helpful”. | Feeling able to discuss feelings on sexuality | Coming-Out Experience and Acceptance | ||
“I came out to him. I felt that I was at a point where even though he knew, that it was a big deal for me to say the words to him-I’m gay… I felt very trustworthy of him… I feel that I can still go to him for, for any kind of concerns… he’s somebody that I value as… a mentor. (Ken, Latino, gay, 19 yrs. old)” “She’s a great person. She listens…she gives great advice…because she actually knows the things you go through…you know she cares… I’ve always seen her like a guardian…she watches over me. (Jonah, European American, gay, 17 yrs. old)” | Provision of emotional support (empathy, concern, attentive listening) | Psychological wellbeing | ||
Exposure to role models or mentors: “I did have a mentor growing up… [he] protected me um, from a lot of the like “vices”… I had someone take me under their wing and like kind of teach me that there were certain things that I needed to know, to be aware of, and not to go down the wrong path. (Kyle, European American, gay, 22 yrs. old)” | Reducing risk behaviour (by imparting knowledge) | Substance use and abuse | ||
Exposure to role models or mentors: “I had a lifelong friend… older than me… gave me, like advice, go protect yourself, HIV awareness, go get checked out… it’s like they beat it into me so much that now I do get checked up on a regular [basis]. (John, Latino, gay, 21 yrs. old)” | Awareness of HIV & sexual health screening | Sexual health related | ||
Exposure to role models or mentors: “She helped me be more confident into who I am…She told me like it does not matter who I like-that my sexuality matters. That was good for me. (Mika, European American, gay, 17 yrs. old)” | Affirmation of sexual identity & increasing self-confidence | Coming-Out Experience and Acceptance | ||
Exposure to role models or mentors: “They love me regardless…they support me whenever I need support. Even if I’m not there or I don’t call in a while, I can call back and they’ll be there for me. They have the unconditional love… (European American, gay, 17 yrs. old)” | Provision of emotional support (unconditional love) | Coming-Out Experience and Acceptance |
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Study Author, Year | Study Design | Study Aims | Setting of Role Modelling | Recruitment Strategy | Participant Number and Characteristics | Role Model Characteristics | Outcomes of Interest |
---|---|---|---|---|---|---|---|
Bird et al., 2011 [33] | Cross-sectional survey | Investigate impact of accessible role models on LGBT health outcomes | Various settings dependent on RM accessibility | Convenience sampling from community LGBT youth agencies, high school postings, palm cards in gay-identified neighbourhoods, participant referrals | A total of 447 LGBTQ+ youth aged 16–24 | Role models either accessible (parents, friends) or inaccessible (celebrities, historical figures) | Psychological distress, illicit drug use, self-reported STI diagnosis, anxiety, depression |
Bringaze et al., 2001 [24] | Cross-sectional survey | Identify factors that lesbian leaders and role models found helpful in coming out process | Not reported | Participants selected if they were affiliated with national LGB organisations and/or were listed in “The Gay and Lesbian Address Book (1995)” | A total of 62 lesbian leaders or role models aged 24–63 | Role models NOS | Helpfulness of role models and other factors in coming out process |
Donahue, 2007 [25] | Open-ended interview and cross-sectional survey | Identify role that lesbian and gay teachers played in identity negotiation of student teachers | School | Not specified; likely convenience sample recruited from Mills College | A total of 13 gay and lesbian student teachers | Senior gay and lesbian teachers as role models | Importance of seeing a role model in terms of identity acceptance, coping mechanisms and openness in discussing identity with others |
Drevon et al., 2015 [34] | Cross-sectional survey and in-home interviews | Examine instances in which natural mentoring relationships are associated with educational, career, psychological or behavioural (substance use) outcomes in LGB people | School and others (setting of role modelling NOS) | Used datasets including transcripts from National Longitudinal Study of Adolescent Health, and Adolescent Health and Academic Achievement (AHAA) | A total of 447 people (main cohort) and 409 people (high school exit sample) | Natural mentors (non-parental adults) | Education and employment, psychological well-being (self-esteem, depression, suicidal ideation), substance use and abuse |
Dos Santos, 2021 [26] | Semi-structured interview, focus group | Promote health of gay male youths through a mentor modelling programme, and understand how mentoring relationships influence sexual health knowledge | Social media and fortnightly face-to-face meetings | Not reported | A total of 8 health and social care professionals and 40 gay male youths | Role model, mentor | Sexual health knowledge |
Forenza, 2017 [27] | Semi-structured interview | Examine importance of gay icons and the coming out process for out gay men | As represented in the media | Recruitment flyers circulated on social media (Twitter and other gay-affirming sites) | A total of 10 gay men in their 20 s to 50 s | Icons (public entertainers with support for young gay fans) | Impact of icons on feelings of shared identity, sense of self and confidence in coming out process |
French, 2009 [28] | Semi-structured interview and cross-sectional survey | Explore how the interest of marginalised groups (lesbian women) can be increased in STEM | Various (high school, college, medical school, home environment) | Purposeful sampling of 2 lesbian university-level students, 2 who had recently completed science majors and 2 with established careers in science | A total of 6 lesbian women in or beyond higher education | Role model or mentors (various: parental relationships, academic mentors) | Effects of RMs on career aspirations or decision making, interest in science, destigmatising homosexuality |
Lauby et al., 2017 [35] | Semi-structured interview and cross-sectional survey | Evaluate effectiveness of mentoring programme on alcohol or drug use and HIV risk behaviours among young MSMs | Philadelphia and Baltimore | Longitudinal sample from those responding to advertisement, followed by respondent-driven additional sampling | A total of 273 young gay MSMs aged 15–27 | Role models NOS | Changes in risk of developing HIV |
Sadowski et al., 2009 [29] | Cross-sectional survey with open-ended interview | Investigate impact of relational connections on LGBTQ+ lives | Various (home, youth group, school) | Recruited directly by researchers attending meetings of 2 different LGBTQ youth support groups and offered questionnaire and/or interview of 1 h in length | A total of 30 LGBT youth attending youth support group | Role models or mentors NOS | Destigmatisation of LGBTQ topics, social support (feeling listened to, perceived openness), coming out experience |
Sanchez et al., 2018 [30] | Cross-sectional survey with focus group analysis | Explore obstacles to and facilitators of successful mentorship for LGBT health professional trainees | Academic institution or healthcare setting | Convenience sample; email sent to those attending LGBT conference | A total of 117 LGBT health professional trainees | Mentors; “persons responsible for career and/or personal development of mentee” | Benefits of mentors on career and personal development |
Taylor and Snowden, 2014 [31] | Semi-structured interview, diary analysis | Examine young lesbian Christians’ experiences of gendered and heteronormative role models | Church | Invitation to interview sent via advertisement on website of researchers, closed Facebook group (Queer Religious Youth), churches, LGBT university societies and support services | A total of 16 lesbian Christian youth | Role model and mentors specifically including male or female bishops, priests, vicars and lesbian religious leaders | Destigmatisation of LGBTQ topics, feelings of acceptance or being able to discuss feelings on sexuality |
Torres et al., 2012 [32] | Cross-sectional survey | Identify the presence, form and function of natural mentoring relationships amongst GBQ men | Not reported | Convenience sampling from community-based agencies in Chicago often visited by gay and bisexual men | A total of 39 gay, bisexual or questioning men | Natural mentor | Social and informational support, emotional support, acceptance |
Study Author, Year | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
---|---|---|---|---|---|---|---|---|---|---|
Bringaze et al., 2001 [24] | Y | Y | Y | Y | Y | CT | N | N | Y | CT |
Donahue, 2007 [25] | Y | Y | Y | Y | Y | N | CT | N | CT | Y |
Dos Santos, 2021 [26] | Y | Y | Y | CT | Y | N | Y | Y | Y | Y |
Forenza, 2017 [27] | Y | Y | Y | Y | Y | Y | CT | Y | Y | Y |
French, 2009 [28] | Y | Y | Y | Y | Y | Y | Y | Y | Y | Y |
Sadowski et al., 2009 [29] | Y | Y | Y | CT | Y | N | CT | CT | Y | CT |
Sanchez et al., 2018 [30] | Y | Y | Y | CT | Y | N | Y | Y | Y | Y |
Taylor and Snowden, 2014 [31] | Y | Y | Y | CT | N | N | CT | N | N | N |
Torres et al., 2012 [32] | Y | Y | Y | CT | Y | Y | Y | Y | Y | Y |
Study Author, Year | 1 | 2 | 3 | 4 | 5a | 5b | 6a | 6b | 9 | 10 | 11 |
---|---|---|---|---|---|---|---|---|---|---|---|
Bird et al., 2011 [33] | Y | Y | Y | Y | Y | Y | Y | Y | Y | Y | Y |
Drevon et al., 2015 [34] | Y | Y | Y | Y | Y | Y | Y | Y | Y | Y | Y |
Lauby et al., 2017 [35] | Y | Y | Y | Y | Y | Y | Y | Y | Y | Y | Y |
Perceived Impact of Absent Role Models or Mentors by Mentees | Perceived Negative Impact of Role Models or Mentors by Mentees | Perceived Positive Impact of Role Models or Mentors by Mentees |
---|---|---|
Destigmatisation of LGBTQ+ identities prevented due to lack of representation The practise of concealing one’s sexuality from others continues | Internalised shame within mentees, with closeted role models discouraging their coming out Stigmatisation by role models expressing LGBTQ+-phobic attitudes Acceptance of identity from others reduced Negative coming out process: role model not supporting their way of life due to incompatibility within social setting (church), resulting in lack of confidence in securing leadership positions Perceived psychological safety decreases | Destigmatisation of LGBTQ+ issues and identities Love and acceptance from others increase Creating affirming environments Self-confidence increases Psychological safety increases Stress reduction by encouraging one to live authentically or to not hide one’s identity Sexual health knowledge increases |
Study | Group Definition | Outcomes Measured | Result Target Group 1 (Mean (SD)) (N) | Result Target Group 2 (Mean (SD)) (N) | Result (Comparator) (Mean (SD)) (N) | Statistical Tests Used | Comparative Statistics and p Values |
---|---|---|---|---|---|---|---|
Bird et al., 2011 [33] | Role model vs. no role model | Binge drinking | 2.33 (0.08) (n = 267) | NA | 2.22 (0.08) (n = 180) | ANCOVA score Pearson’s chi-square | p = NS |
Drug use | 0.76 (0.08) (n = 267) | NA | 0.63 (0.10) (n = 180) | p = NS | |||
Psychological distress | 60.2 (0.65) (n = 267) | NA | 56.4 (0.78) (n = 180) | p = NS | |||
STIs | 0.49 (0.06) (n = 267) | NA | 0.49 (0.07) (n = 180) | p = NS | |||
Accessible vs. inaccessible vs. no role model | Binge drinking | 2.22 (0.12) (n = 89) | 2.39 (0.09) (n = 160) | 2.22 (0.08) (n = 180) | p = NS | ||
Drug use | 0.63 (0.14) (n = 89) | 0.82 (0.09) (n = 160) | 0.63 (0.10) (n = 180) | p = NS | |||
Psychological distress | 58.0 (1.13) ºº (n = 89) | 61.2 (0.79) (n = 160) | 56.4 (0.78) º (n = 180) | º p < 0.01 ºº p < 0.05 | |||
STIs | 0.46 (0.10) (n = 89) | 0.50 (0.06) (n = 160) | 0.49 (0.07) (n = 180) | p < 0.01 | |||
Drevon et al., 2015 [34] | Role model vs. no role model | Risk of dropping out of school | NR | NA | NR | Linear regression and logistic regression | OR 2.51 (CI 1.08–5.80), p < 0.05 |
Risk of suicidal ideation | NR | NA | NR | OR 1.19 (0.31–2.32) | |||
Risk of illegal drug use | NR | NA | NR | OR 0.79 (0.49–1.90) | |||
Risk of problems caused by alcohol consumption | NR | NA | NR | OR 0.96 (0.49–1.90) | |||
Lauby et al., 2017 [35] | Prior to community mentorship programme vs. 36 months following programme | Risk of developing HIV in Philadelphia | 44.73 ** (n = 164) | NA | 67.24 * (n = 164) | Repeated measures analysis of variance (ANOVA); sociodemographic and health factors controlled | p < 0.02 |
Risk of developing HIV in Baltimore | 43.15 ** (n = 80) | NA | 37.92 * (n = 80) | p < 0.02 |
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Cottle, J.; Drozdik, A.L.; Rimes, K.A. The Impact of Role Models and Mentors on the Mental and Physical Wellbeing of Sexual and Gender Minorities. Behav. Sci. 2024, 14, 417. https://doi.org/10.3390/bs14050417
Cottle J, Drozdik AL, Rimes KA. The Impact of Role Models and Mentors on the Mental and Physical Wellbeing of Sexual and Gender Minorities. Behavioral Sciences. 2024; 14(5):417. https://doi.org/10.3390/bs14050417
Chicago/Turabian StyleCottle, Jason, Anna L. Drozdik, and Katharine A. Rimes. 2024. "The Impact of Role Models and Mentors on the Mental and Physical Wellbeing of Sexual and Gender Minorities" Behavioral Sciences 14, no. 5: 417. https://doi.org/10.3390/bs14050417