Developmental theorists have focused increased attention on non-heterosexual identity. This scholarship, however, often groups together gay, lesbian, and bisexual identity. It also typically considers sexual orientation as distinct from other dimensions of identity; and identity development theories are studied independent of interpersonal and cognitive development.
The purpose of this research was to explore lesbian college students’ perceptions of their sexual orientation identity and how other dimensions of identity, such as race, culture, social class, gender, and religion, interact with their sexual orientation. Utilizing narrative inquiry methodology, data was collected through in-depth interviews with a diverse sample of ten traditional-aged lesbian college students at a large, public research university in the Midwest. The content of the narratives was analyzed using the constant comparative method; elements of the narratives’ form were considered as well. The results were considered in relation to constructivist-developmental theory, scholarship on multiple dimensions of identity, and queer theory.
The results suggested that the construction of lesbian identity, considered in relationship with other dimensions of identity, depends on a relationship between contextual influences, meaning-making structures, and the content of identity. Meaning-making structures that emerged from the narratives ranged from: (1) unexamined satisfaction with external meaning making; and (2) gradual dissatisfaction with insufficient external definitions; to (3) tentative internal meaning making with the possibility of retreat; and (4) appreciation for an internally defined identity. Meaning-making complexity contributed to the role of contextual influences in the construction of lesbian identity. For instance, the capacity for self-authorship facilitated the ability to maintain a peaceful co-existence between sexual orientation identity and other identity dimensions. The results also suggested that the content of lesbian identity might contribute to development of complex meaning making.
Regardless of whether identity was externally or internally constructed, the participants were most aware of interactions between sexual orientation and gender. Sexual orientation typically contributed to a more complex understanding of gender. Consistent with queer theory, the participants challenged the causal relationship between biological sex and gender. Interactions between sexual orientation and identity dimensions such as race, culture, religion, and social class greatly varied among the participants.