UUnniivveerrssiittyy ooff TTeennnneesssseeee,, KKnnooxxvviillllee TTRRAACCEE:: TTeennnneesssseeee RReesseeaarrcchh aanndd CCrreeaattiivvee EExxcchhaannggee Doctoral Dissertations Graduate School 5-2014 OOnnlliinnee SSoocciiaall NNeettwwoorrkkiinngg SSiitteess:: MMeeaanniinngg ooff SSNNSS''ss ttoo GGaayy MMeenn FFrroomm NNoonn--AAcccceeppttiinngg FFaammiilliieess Richard Tazz Curry University of Tennessee - Knoxville, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Communication Technology and New Media Commons, and the Gender, Race, Sexuality, and Ethnicity in Communication Commons RReeccoommmmeennddeedd CCiittaattiioonn Curry, Richard Tazz, "Online Social Networking Sites: Meaning of SNS's to Gay Men From Non-Accepting Families. " PhD diss., University of Tennessee, 2014. https://trace.tennessee.edu/utk_graddiss/2758 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Richard Tazz Curry entitled "Online Social Networking Sites: Meaning of SNS's to Gay Men From Non-Accepting Families." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, with a major in Communication and Information. Eric Haley, Major Professor We have read this dissertation and recommend its acceptance: John Haas, Joy DeSensi, Lisa Fall Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official student records.) Online Social Networking Sites: Meaning of SNS’s to Gay Men from Non-Accepting Families A Dissertation Presented for the Doctor of Philosophy Degree The University of Tennessee, Knoxville Richard Tazz Curry May 2014 ii Copyright © 2014 by Richard Tazz Curry All rights reserved. iii Dedication This dissertation is dedicated to my Aunt Nell. Her unconditional love and acceptance of me gave me the strength and courage to live an authentic life. She has listened to me complain about the long hours of doctoral work to reach this point, reminding me to always see the progress made, and to be thankful of the opportunities in my life. She has been my rock, my foundation, my endless encourager, and my friend. For many reasons, I am forever grateful to her. This dissertation is dedicated to her. iv Acknowledgements I would like to begin by thanking my dissertation committee: Eric Haley, John Haas, Joy DeSensi, and Lisa Fall. Their support, encouragement, constructive feedback, and genuine interest in my research, has made working with them one of the best parts of my doctoral program. I want to personally thank Dr. Haley, who believed in me even when I didn’t believe in myself. It is you I credit with instilling in me an incredibly strong understanding and knowledge of the interpretative paradigm and how to appropriately conduct research within the commitments of the tradition. Your knowledge of qualitative methods allowed me to elevate my research to a point where I am told at conferences that my methodology and craft is well refined. You supported me for who I was, and encouraged me to find my own voice as a researcher. This would not be possible without you. Thank you. To John, I am grateful for all the support and encouragement over my three years in your department. Thank you for giving me the opportunity to teach, and develop my craft of being in the classroom. Thank you for challenging me to work harder to see the relationships between theory, research, and the paradigmatic commitments that theories have. Our class together shaped my views in a very positive way. Lastly, thank you John for listening to my spontaneous Big Foot calls on the way to NCA, New Orleans! To Dr. DeSensi, I am thankful for your support and encouragement. Thank you for always being willing to listen and offer feedback regardless of the topic. Your Best Practices in Teaching Program allowed me to develop my skills as a teacher, and I credit the creation of my teaching portfolio as a defining moment in seeing how I wanted to brand myself on the job market. You are a remarkable person I respect and admire greatly. v To Dr. Fall, you have been a model example of genuine passion and love for teaching. Your online development course allowed me to gain experience that has strengthened my job candidacy with the skills of online course development and implementation. Your enthusiasm and love for what you do is contagious and I thank you for your encouragement and support of both my research and my teaching. To T.J., thank you for your support and encouragement the past three years. You sold a house and left a job to come along on this journey with me. Thank you for listening to me complain about everything, for putting up with all my crankiness, and for understanding the time and commitment required to complete my Ph.D. I know it hasn’t been easy! Thank you for allowing me to pursue this journey, as it wouldn’t have been possible without your financial support as I left a career in banking to gain invaluable experience teaching at Queens. Your support and encouragement has been steadfast from statistics to applying for jobs. You’re always there to say to me “It will be ok.” I love you dearly, thank you for always standing by my side. To my dear friends Rebecca and Michelle: Your encouragement and support has meant the world to me. Your acceptance and embrace of who I am has only strengthened my resolve to live an authentic life and my own truth. I am thankful to have met such wonderful people; such real, true friends. I wouldn’t have made it this far without you. Thank you, and I love you both! I can’t wait to see both of you grow in your prospective careers. The world needs more people like you. Lastly, to my loving family: To my mom, dad, and siblings. Thank you for your support and encouragement. Sometimes it’s the simple things that matter the most. Mom and Dad, thank you for telling me you are proud of me and the accomplishments I have made. To my brother Ben, thank you for being my tag along at UT games the past three years. We’ve seen a lot of vi wins, and some sad losses from football, to soccer, to volleyball, to basketball. You will always be my little bub. To my brother Zach, your encouragement has meant the world to me. You understand the details of things that sometimes people don’t get. You understand the commitment and time this takes. I always love your subtle encouragements by telling me, “You better be working on your dissertation.” Our trip west this past year will be a memory I will always cherish. Thank you for supporting me and loving me for who I am, and for being a part of every major change in my life. I am deeply proud of you and the accomplishments you have made. To Alex and Scott, you don’t have the slightest idea what any of this even means! I hope one day you follow in my footsteps, and if I’m not around to see it, know that I’m proud of you. I love you all! vii Abstract The role of technology can be argued as changing the social landscape for lesbian, gay, bi- sexual, transgendered, and queer (LGBTQ) individuals. A 2009 survey of LGBTQ adults revealed over 70% of individuals self-reported using the Internet as their primary means of information seeking (Bond, Hefner, & Drognos). While traditional venues still exist for LGBTQ individuals in exploration of personal and sexual identities, the Internet serves as one distinguishing difference: anonymity. This study utilizes in-depth interviews, (N=15), to explore the experiences of gay men, from non-accepting families, who use online social networking sites (SNS) to reshape their perception of the world and of self. Findings indicate six emergent themes dominating gay individuals’ usage of online social networking sites: (a) usage pertaining to curiosity, (b) involving social stigmatization, (c) coming out and imagined interactions, (d) accessibility and fear of rejection, (e) in relation to religious values, and (f) “I’m Gay:” Becoming LGBTQ, (see table 4.2). Narratives of the 15 participants paint a picture of SNS usage as an invaluable tool in the exploration and acceptance process of their being a gay individual, specifically in the context of having non-accepting families. The potential effects of gay individuals using online SNS include reduced internal conflict and expanded choice in exploring and defining their identity as well as an unintended effect of “Becoming LGBTQ.” Keywords: online social networks, lgbtq, internet viii Table of Contents Chapter 1: Introduction ................................................................................................... 1 Purpose Statement ............................................................................................................... 6 Problem Statement .............................................................................................................. 7 Theoretical Assumptions, Context and the Role of Communication ............................... 11 Researcher ......................................................................................................................... 13 Research Question ............................................................................................................ 17 Chapter 2: Literature Review ........................................................................................ 18 Vocabulary ........................................................................................................................ 19 LGBTQQIAA Terminology ............................................................................................. 21 Role of Theory in Qualitative Research............................................................................ 24 Queer Theory .................................................................................................................... 25 Contextual History – The Gay Right’s Movement ........................................................... 28 Generational Shift ............................................................................................................. 37 Partisan Shift in Ideology.................................................................................................. 40 Religious Views ................................................................................................................ 42 Gay Identity Development and ‘Coming Out’.................................................................. 45 Coming Out ....................................................................................................................... 46 Bullying............................................................................................................................. 48 Family Acceptance of Sexuality ....................................................................................... 50 Home ................................................................................................................................. 53