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2019

A Library Is a Place You Can Lose YourInnocence without Losing Your Virginity:LGBTQAI+ Young Adults, Young AdultLiterature, & Sexuality Health InformationNeedsKristie L. Escobar

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FLORIDA STATE UNIVERSITY

COLLEGE OF COMMUNICATION AND INFORMATION

“A LIBRARY IS A PLACE YOU CAN LOSE YOUR INNOCENCE WITHOUT LOSING

YOUR VIRGINITY”: LGBTQAI+ YOUNG ADULTS, YOUNG ADULT LITERATURE, &

SEXUALITY HEALTH INFORMATION NEEDS

By

KRISTIE L. ESCOBAR

A Dissertation submitted to the School of Information

in partial fulfillment of the requirements for the degree of

Doctor of Philosophy

2019

© 2019 Kristie L. Escobar

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Kristie L. Escobar defended this dissertation on September 18, 2019.

The members of the supervisory committee were:

Michelle M. Kazmer

Professor Directing Dissertation

Amy Burdette

University Representative

Charles Hinnant

Committee Member

Don Latham

Committee Member

The Graduate School has verified and approved the above-named committee members and

certifies that the dissertation has been approved in accordance with university requirements.

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This dissertation is dedicated to Andrew Magee

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ACKNOWLEDGMENTS This dissertation would not be possible without the support and mentorship of the faculty and staff of the Florida State University School of Information, especially, but not limited to, Dr. Michelle Kazmer, Dr. Don Latham, Dr. Charles Hinnant, Dr. Lorri Mon, and Dr. Kathy Burnett. I would also like to thank Dr. Amy Burdette for her willingness to serve as my University Representative and for demonstrating to me the importance of equality when it comes to sexual health information.

I would like to thank my fellow doctoral students for their friendship and support, especially my cohort: Jeanna, Bader, Hany, Chen, Lynette, Castle, and Asif. A special thank you to Dawn, Amelia, and Ana for their mentorship as well as showing me the true meaning of success.

Last but not least, I would like to thank my family for sticking with me throughout the process that is graduate school. Edwin, Veronika, Noah, and Landon: I appreciate you sticking with me through my joy and my anxiety over the past few years. You have allowed me the time, space, and support to achieve this PhD and you never gave up on me. I love you so very much!

This dissertation research was funded in part by a grant from the American Library Association/Young Adult Library Services Association.

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TABLE OF CONTENTS

List of Figures ................................................................................................................................ viii Abstract .......................................................................................................................................... ix

1. INTRODUCTION ......................................................................................................................1

1.1 Overview ..............................................................................................................................1 1.2 Operational definitions used in this study ............................................................................2 1.3 Abridged literature review ...................................................................................................3

1.3.1 Research canon ..........................................................................................................3 1.3.2 Prevalent methods ......................................................................................................7

1.4 Significance and purpose .....................................................................................................9 1.4.1 Differences in information needs between LGBTQAI+ teens and straight peers ......9 1.4.2 Sexuality and sexual health information on the internet ..........................................10 1.4.3 Primary information need- Mental health information ............................................12 1.4.4 Primary information need- Support against discrimination and self-advocacy

information ...............................................................................................................13 1.4.5 Primary information need- Inclusive curriculum supporting everyday life

information needs .....................................................................................................14 1.4.6 Secondary information need- Media role models ....................................................16 1.4.7 Secondary information need- Relationship information ..........................................16

1.5 Research questions and dissertation outline .......................................................................17 1.6 Research design ..................................................................................................................17

1.6.1 Collecting the data ...................................................................................................19 1.6.2 Analyzing the data ...................................................................................................20 1.6.3 Reporting..................................................................................................................20

1.7 Theoretical and conceptual frameworks ............................................................................22 1.7.1 Rosenblatt’s Transactional Theory of Reader Response (1938) ..............................22 1.7.2 Bishop’s “Windows, Mirrors, and Sliding Glass Doors” (1990) .............................22

1.8 Assumptions and limitations ..............................................................................................23

2. ARTICLE ONE: SEARCHING FOR A MIRROR: DIVERSE AND INTERSECTIONAL REPRESENTATIONS IN LGBTQAI+ YOUNG ADULT NOVELS .....................................24

2.1 Introduction ........................................................................................................................24 2.2 Literature review ................................................................................................................25

2.2.1 Intersectionality .......................................................................................................25 2.2.2 Labeling ...................................................................................................................26 2.2.3 Importance of representation in LGBTQAI+ YA literature .....................................27

2.3 Conceptual foundation .......................................................................................................27 2.4 Research questions and methods ........................................................................................28 2.5 Results ................................................................................................................................31

2.5.1 Demographic results .................................................................................................31 2.6 Discussion ..........................................................................................................................34

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2.7 Conclusion .........................................................................................................................39

3. ARTICLE TWO: “THE LIBRARY IS A PLACE YOU CAN LOSE YOUR INNOCENCE WITHOUT LOSING YOUR VIRGINITY”: LGBTQAI+ YOUNG ADULT LITERATURE AND SEXUALITY/SEXUAL HEALTH INFORMATION ....................................................41

3.1 Introduction ........................................................................................................................41 3.2 Significance and theoretical framework .............................................................................42 3.3 Research questions .............................................................................................................44 3.4 Literature review ................................................................................................................44

3.4.1 Information needs particular to LGBTQAI+ young adults ......................................45 3.4.2 Previous research about LGBTQAI+ young adults and young adult literature .......48

3.5 Methods ..............................................................................................................................49 3.6 Results ................................................................................................................................52

3.6.1 Addressing same-sex/gender intimacy .....................................................................52 3.6.1.1 What is “sex”? .............................................................................................52 3.6.1.2 Kissing ........................................................................................................53 3.6.1.3 Losing virginity? .........................................................................................54 3.6.1.4 Masturbation and self-love..........................................................................56

3.6.2 Consent ....................................................................................................................57 3.6.2.1 Withdrawing consent ..................................................................................58 3.6.2.2 Utterances as affirmation of consent ...........................................................59

3.6.3 Sexual assault ...........................................................................................................60 3.6.4 Addressing safe-sex .................................................................................................61 3.6.5 Mental health............................................................................................................63

3.7 Discussion ..........................................................................................................................68 3.8 Conclusion .........................................................................................................................72

4. ARTICLE THREE: “IT’S OKAY TO BE CONFUSED”: LGBTQAI+ YOUNG ADULT NOVELS AS SEXUALITY AND SEXUAL HEALTH INFORMATION RESOURCES ..........74

4.1 Introduction ........................................................................................................................74 4.2 Theoretical framework and research questions ..................................................................74 4.3 Literature review: Information needs of LGBTQAI+ young adults ..................................77 4.4 Methods..............................................................................................................................79 4.5 Findings..............................................................................................................................81

4.5.1 Demographic information ........................................................................................81 4.5.2 Interviews .................................................................................................................82 4.5.3 Novels’ helpfulness when discovering sexuality .....................................................84

4.5.3.1 What is normal? .........................................................................................84 4.5.3.2 Likes: Coming out stories vs. stories normalizing sexuality ......................85 4.5.3.3 Dislikes: Toxic relationships, race, drug use, stereotypes, inaccuracies ....86

4.5.4 Novels’ relevance to real life ...................................................................................88 4.5.5 Sexuality information: Feelings of desire and passion .............................................90

4.5.5.1 Sexuality health information: Homophobia ...............................................90 4.5.5.2 Sexual health information and consent ......................................................91

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4.5.6 Mental health information. .......................................................................................92 4.5.7 Describing the how-to’s of same-sex intimacy ........................................................95 4.5.8 Are these books helpful for YA’s discovering their sexuality? ...............................96 4.5.9 LGBTQAI+ YA novels and straight peers ..............................................................97 4.5.10 Take-aways for older readers of YA novels ...........................................................97

4.6 Discussion ...........................................................................................................................98 4.7 Conclusion ........................................................................................................................100

5. CONCLUSION .......................................................................................................................102

APPENDICES .............................................................................................................................106

A. IRB HUMAN SUBJECTS APPROVAL ................................................................................106 B. QUANTITATIVE ANALYSIS CODING SHEET ................................................................112 C. QUALITATIVE CONTENT ANALYSIS CODE SHEET ....................................................115 D. INDIVIDUAL INTERVIEW QUESTIONS ..........................................................................117

References ....................................................................................................................................118

Biographical Sketch .....................................................................................................................126

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LIST OF FIGURES 1 3 Paper Dissertation Design .....................................................................................................21 2 Gender Identity of 2018 Rainbow Book List Protagonists ......................................................32

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ABSTRACT Although sexual education programs are staples in the middle and high school curricula, many of

these courses are abstinence-based which do not serve the needs of the teen demographic, let

alone those who are LGBTQAI+ (Orenstein, 2016). “LGBT teens are often left out of

discussions in sex education classrooms in the United States because of discriminatory curricula,

ignorance on the part of some teachers and students, or fear of retribution from conservative

political and religious activists” (Bittner, 2012, p. 357). LGBTQAI+-focused literature can help

fill the gaps in sexuality/sexual health information not addressed in public school curricula.

Content analysis, both quantitative and qualitative divulges sexuality and sexual health issues

examined in LGBTQAI+ marketed young adult literature. Individual interviews of LGTQAI+

young adults add insight into whether the positive and negative aspects of the young adult

literature, discovered through content analysis, affect them in their enjoyment of or willingness

to read the book, whether the issues in the book are authentic and pertinent to their everyday life,

and if the books fulfill an information need they have about sexuality or sexual health. The

mixed methods complement each other as the content analysis explores what is contained in the

texts while the interviews with LGBTQAI+ teens will determine the significance of those

findings.

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CHAPTER 1

INTRODUCTION

1.1 Overview

Information needs particular to LGBTQAI+ young adults include sexuality and sexual

health information (Von Sadovsky, Kovar, Brown, and Armbruster, 2006), mental health

information (HRC.org), relationship information (Pascoe, 2011), support against discrimination,

self-advocacy information, and networking (Wright & Perry, 2006). Although their straight

counterparts experience school lessons pertaining to heteronormative history and present life,

LGBTQAI+ young adults also need to see themselves represented positively in their school

curricula as positive school environments can be created through the inclusion of LGBTQAI+

themed materials (Page, 2016). This study will provide information useful to providing young

adult librarians and educators with resources to endeavor to meet the needs of this marginalized

and often overlooked population. These resources can provide young adults with the information

necessary to make informed decisions about their sexual health and relationships while instilling

them with safe-sex efficacy.

Research must be conducted to ensure that librarians, educators, and information

scientists determine ways to provide LGBTQAI+ young adults with the skills necessary to gather

the information that they need from reliable resources without fear of reprisal. Additionally,

focused research on the recruitment of diverse multicultural communities to LIS schools can

ensure that relevant materials and services are available to all patrons (Stringer-Stanback, 2011).

“Qualitative research can be used alongside quantitative research methods to give a

comprehensive and better understanding of the complicated reality of a specified situation”

(Mumford, 2015, p. 154). Mixed methods research incorporating qualitative methods such as

interviews, focus groups, and thematic content analysis as well as quantitative methods such as

surveys and quantitative content analysis are the best means of understanding the information

needs and behaviors of LGBTQAI+ young adults. Surveys allow for a snap-shot of a large

group of people to predict trends while interviews and focus groups provide first person

information from the members of a population which explain why trends are taking place.

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Content analyses, both quantitative and qualitative, can evaluate the resources that are available

for LGBTQAI+ young adults.

1.2 Operational definitions used in this study

These abbreviations for relevant terms are used throughout the study, and are

operationalized as such:

• GSAs—Gay/Straight Alliances; GSAs are “school-based groups that provide a multi-

purpose setting for LGBT and heterosexual cisgender youth to socialize and receive

support, to gain access to resources and learn about LGBT issues, and to engage in

advocacy efforts to raise awareness and address issues of inequality in the school or

broader community” (Poteet, Calzo, & Yoshikawa, 2016, p. 1438). GSAs may go by

other names that school membership feels best describe their organization such as Pride

Alliance, Straight-Gay Alliance, and Spectrum (GSANetwork, 2018).

• LGBTQAI+—LGBTQAI+ stands for lesbian, gay, bisexual, transgender, queer or

questioning, intersex, asexual/aromantic, and “plus” for other identities that are not

heteronormative. This acronym is currently the most inclusive and recognized for those

who are not straight or cisgender (Mardell, 2016).

• QUEER—The term “queer” is used as an all-encompassing term to cover the entire

spectrum of the LGBTQAI+ community in the most inclusive way possible. “Queer can

be a label claimed by a person who feels that they personally don’t fit into dominant

norms, due to their own gender identity/expression, their sexual practices, their

relationship style, etc.” (Unitarian Universalist Association, 2019).

• PROTAGONIST—"The most common definition of protagonist is the leading character of a drama or literary work” (Grammarly, 2019).

• YA—Young Adult; The Young Adult Library Services Association (YALSA) defines

“young adult” as children and teens between the ages of 12-18 (YALSA, 2018); current

research literature describes this time as the middle ground between adulthood and

childhood called “teens” (Agosto, Magee, Dickard, & Forte, 2016), “adolescents”

(Gauducheau, 2016), and “high school students” (Chung & Neuman, 2007).

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1.3 Abridged literature review

The Young Adult Library Services Association (YALSA) defines “young adult” as

children and teens between the ages of 12-18 (YALSA, 2018); current research literature

describes this time as the middle ground between adulthood and childhood called “teens”

(Agosto, Magee, Dickard, & Forte, 2016), “adolescents” (Gauducheau, 2016), and “high school

students” (Chung & Neuman, 2007). Much research has been completed focusing on the

information needs of young adults in general, but “4-17% of the U.S. population identifies as

lesbian, gay, or bisexual; LGBTQAI+ youth constitute a substantial segment of the population

that requires attention” (Detrie & Lease, 2008, p. 174). LGBTQAI+ young adults fit the same

criteria as heterosexual young adults in that they are transitioning between childhood and

adulthood but identify as lesbian, gay, bisexual, transgender, queer/questioning,

asexual/aromantic, intersex, as well as other sexual/gender identities that are not

heteronormative. The acronym LGBTQAI+ is currently considered the most inclusive and

recognized for those who do not identify as cisgender (the sex they were assigned at birth) or

straight (Mardel, 2016).



information (HRC.org), relationship information (Pascoe, 2011), support against

discrimination, self-advocacy information, and networking (Wright & Perry, 2006). Although

their straight counterparts experience school lessons pertaining to heteronormative history and

present life, LGBTQAI+ young adults also need to see themselves represented positively in

their school curricula as positive school environments can be created through the inclusion of

LGBTQAI+ themed materials (Page, 2016).

1.3.1 Research canon

LGBTQAI+ young adults are first and foremost “young adults” in that they have many

of the same information needs and behaviors as non-LBGTQAI+ young adults, but viewing

queer young adults under the lens of intersectionality is critical to understanding the

disadvantages they may face in accessing information and the difference in information

available in public spaces such as schools and libraries. Black feminist Kimberle’ Crenshaw

introduced the theory of intersectionality (1989) to develop a Black feminist criticism.

Feminism, which does not consider race and socio-economic status, “sets forth a problematic

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consequence of the tendency to treat race and gender as mutually exclusive categories of

experience and analysis.” (Crenshaw, 1989, p. 139). Originally developed to illustrate the

different struggles that black women faced in terms of violence in relation to white women, the

concept has evolved to provide a lens through which to view other marginalized populations

who face discrimination and oppression.

Intersectionality requires that we look at the barriers that LGBTQAI+ young adults face

when compared with their straight, cisgender peers. “LGB youth also experience developmental

transitions directly related to their orientation such as a developing awareness of differences

between them and their heterosexual peers and social pressure to deny their feelings, behaviors,

and cognitions related to their sexual orientation” (Detrie & Lease, 2008, p. 1974). For

example, in contrast with their straight white peers, more than one-half of LGBTQAI+ students

reported that they feel unsafe at school; 65% of LGBTQAI+ students heard homophobic slurs

frequently with more than half of those comments coming from their own teachers and school

staff (Garry, 2016). In addition, 4 in 10 LGBTQAI+ young adults say they live in a community

that is not accepting of them and these youths are twice as likely to have been physically

assaulted by their peers.

All young adults, including LGBTQAI+ young adults, exhibit the top ten information

needs as listed by Shenton & Dixon (2003): advice for interpersonal problems, spontaneous life

situation information, personal information, affective support, empathetic understanding,

support for skill development, school-related subject information, interest driven information,

self-development information, preparatory information, reinterpretations/supplementations of

existing information, verification of information, and consumer information. In terms of

context, everyday life information needs blur with academic or school life for children and

young adults as their social lives are so intertwined with school (Shenton & Dixon, 2003).

LGBTQAI+ young adults may seek information on how to define, adapt, and to begin to

present publicly their sexual identity, and how to establish networks of support by those

heterosexual and LGBTQAI+ (Wright & Perry, 2006). “Sex researchers and mental health

clinicians have long recognized that the stigma surrounding homosexuality plays an important

role in shaping the social psychological adjustment of gay, lesbian, and bisexual people” and

internalized homophobia can be detrimental to their mental health (Wright & Perry, 2006, p.

82). GLSEN (pronounced “glisten”, no acronym) reports that lesbian, gay, and bisexual

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adolescents are 190% more likely to use alcohol and drugs than their heterosexual peers and it

is estimated that between 20-40% of all homeless youth identify as LGBTQAI+ (LGBT.net,

2018). The Centers for Disease Control (CDC) claim that LGBTQAI+ youth are at a higher risk

for depression and suicide (CDC, 2018) and older studies from the 1990s point to additional

issues with substance abuse that are common in the community (Shilo & Savaya, 2012).

LGBTQAI+ youth are more subject to these issues than are their heterosexual counterparts, as

they face the additional stress of being marginalized on top of the average “teenage angst.”

These stresses manifest as feelings of “guilt, self- loathing, shame, a delay in identity formation,

poor psychosexual development, poor self- esteem, and a myriad of other threats to a positive

self-concept”; these stresses are judged to be the catalysts for drug abuse and suicide attempts

(Wright & Perry, 2006, p. 83). Bisexual young adults are more at risk for mental health issues

than gays and lesbians because being bisexual was associated with less family support and

acceptance as well less supported by the Lesbian and Gay community (Shilo & Savaya, 2012).

“The verbal and physical abuse that many LGB youth experience is related to school

problems, problems with the law, running away, substance abuse, prostitution, and suicide”

(Detrie & Lease, 2008, p. 174). There is a major connectedness between a young adult’s

feelings of sexual-identity distress and the size and nature of their social support network

(Wright & Perry, 2006). The Equal Access Act, passed in 1984, increased the existence of

Christian bible clubs in schools but also evolved into legislation allowing LGBTQAI+

organizations such as Gay-Straight Alliance (GSA) to meet in public school spaces. Allowing

even one extra-curricular club to exist on campus creates a “limited open forum,” paving the

way for other groups, with or without the school’s endorsement (Equal Access Act). In 1991,

the National Education Association (NEA) determined that LGBTQAI+ young adults faced

great hostility in their schools and declared that these students should have access to accurate

information about themselves, free of judgement (Szalacha, 2003). GSAs empower

LGBTQAI+ young adults by providing information related to self-advocacy, social and sexual

justice, and knowledge of current news about LGBTQAI+-specific issues such as mental,

physical, and sexual health, public policy and politics; such information, knowledge, and

resources allow LGBTQAI+ young adults to “directly challenge or resist hegemonic structures

that characterize adolescents’ lives--the gender and sexual orders of their schools” (Russell,

Muraco, Subramaniam, & Laub, 2009, p. 891).

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Gay-Straight Alliances (GSAs) strive to provide school environments that are safe and

supportive for sexual minority students, creating positive changes that make schools

accommodating and safe for all students (Szalacha, 2003). GSAs are “school-based groups that

provide a multi-purpose setting for LGBT and heterosexual cisgender youth to socialize and

receive support, to gain access to resources and learn about LGBT issues, and to engage in

advocacy efforts to raise awareness and address issues of inequality in the school or broader

community” (Poteet, Calzo, & Yoshikawa, 2016, p. 1438). GSAs may go by other names that

school membership feels best describe their organization such as Pride Alliance, Straight-Gay

Alliance, and Spectrum (GSANetwork, 2018).

Although not all GSAs are uniform in their mission in every public school, services

provided by GSAs include bringing in guest speakers, financial and organizational assistance,

faculty training in antigay violence and suicide prevention, opportunities for socialization such

as parties and dances, and advocacy activities such as Day of Silence, Queer Youth Advocacy

Day, Ally Week, and Youth Pride (Poteet, Scheer, Marx, Calzo, & Yoshikawa, 2015). GSAs

allow youth to critically analyze their sexuality, make alliances with others across sexual

diversity, and consider their own sexuality in a supportive context (Mayo, 2008).

“Sexual minority students feel less safe, less engaged, less respected, and less valued in

schools than do their heterosexual peers” (Page, 2016, p. 117). Students who identify as

LGBTQAI+ are at a greater personal and academic risk as they do not see themselves positively

reflected in their school curricula; English classrooms can incorporate literature which include

LGBTQAI+ characters/protagonists (Page, 2016). Unfortunately, only 8.49% of schools

indicate that they use “texts, films, or other materials addressing same-sex desire in their

English language arts curriculum” (Crisp, 2008, p. 242).

“Theoretically, libraries are places of enlightenment regardless of perspective; however,

marginalized groups still go underserved—including lesbian, gay, bisexual, transgender, and

questioning (LGBTQ) youth” (Stringer-Stanback, 2011, p. 9). Books and libraries are

considered the 12th and 13th most used information resources for young adults compared to

television and school at 1st and 2nd respectively (Agosto & Hughes-Hassell, 2005). Barriers are

keeping young adults out of libraries, both public and school. Agosto et. al. (2016) cite barriers

such as fines, due dates, noise restrictions, and time constraints for computer use and library

use, and they note that many young adults do not realize the wealth of non-book resources

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provided by libraries (Stringer-Stanback, 2011).

While some LGBTQAI+ young adults find the library to be a place of solace, only 20%

felt safe from harassment in their public library. Regardless, Garry (2016) claims that

LGBTQAI+ young adults find libraries to be a safe-haven and that strong gay literature

collections can discourage teasing and bullying in schools. Libraries can provide teens with

opportunities for social interaction, leisure opportunities such as video gaming and web surfing,

as well as a place to complete their school work and access additional technology. Additional

research needs to be done to attract LGBTQAI+ young adults to library programing and the

information resources/assistance that the library and librarians can provide. Librarians as

practitioners must stay on top of current research to better understand how to fulfill the

information needs of their LGBTQAI+ patrons.

1.3.2 Prevalent methods

Mixed methods research incorporating qualitative methods such as interviews, focus

groups, and thematic content analysis as well as quantitative methods such as surveys and

quantitative content analysis are the best means of understanding the information needs and

behaviors of LGBTQAI+ young adults. Surveys allow for a snap-shot of a large group of

people to predict trends while interviews and focus groups provide first person information

from the members of a population which explain why trends are taking place. Content analyses,

both quantitative and qualitative, can evaluate the resources that are available for LGBTQAI+

young adults.

Mixed methods research designs collect both quantitative and qualitative data in a single

study; analysis and reporting of this data depends on whether the quantitative or qualitative data

will take priority or be treated equally (Creswell, 2008). Mixing research methods allows

researchers to triangulate data, meaning that “investigators could improve their inquiries by

collecting and converging (integrating) different kinds of data bearing on the same

phenomenon. This improvement would come from blending the strengths of one type of

method and neutralizing the weakness of the other” (Creswell, 2016, p. 511). While mixed

methods usually refer to combining both quantitative and qualitative methods to tell a more

complete story, content analysis rides the border between quantitative and qualitative using

patterns in words and themes to pull data from text. These data could be reflected numerically

or textually. Combining the data gathered through content analysis with the qualitative data

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gathered from interviews allows more complete answers to the posed research questions,

producing greater confidence. Comparing the data also lends to validity and reliability as this

triangulation will lend visibility to where the two types of data agree with each other and where

they differ.

Previous studies have focused on the role that LGBTQAI+ young adult literature can

play in meeting the sexuality/sexual health information needs of this population, but none

integrate the first-person perspectives of LGBTQAI+ young adults themselves. The

combination of content analysis featuring LGBTQAI+ target young adult fiction with interview

data from young adult readers, produces data determining both the authenticity of these novels

in relation to young adult lives and whether sexuality/sexual health information provided within

these novels fulfill an information need.

A productive example of mixed-methods research was implemented by Agosto and

Hughes-Hassell in their 2005 study of the everyday life information needs of urban young

adults. The researchers studied 27 young adults from Philadelphia ages 14 through 17 to

ascertain their information sources and types of informational needs. The survey allowed for the

ranking of the information resources in three categories: Places/Sources of information, People

Consulted, and Types of questions. The focus groups and interviews allowed Agosto and

Hughes-Hassell to ask the young adults why they ranked the information resources the way

they had. For example, on the list of 12 people sources in the survey results, “librarian” was

number 6. During the focus group, the researcher asked the urban young adults why the

librarian earned such as low ranking, to which the subjects replied that they felt the librarian

was ignorant and not aware of the information they needed and what they liked (Agosto &

Hughes-Hassell, 2005).

Another example of mixed-methods research with LGBTQAI+ young adults is Candi

Pierce Garry’s research into the censorship of LGBTQ materials in school libraries (2015).

Garry’s first phase was to collect quantifiable library data to determine whether libraries

exhibited censorship by school librarians. Garry followed up with LGBTQAI+ young adults

and librarians to collect narratives expressing their feelings about their libraries to paint a more

robust portrait of the reasons behind self-censorship and selection decisions as well as the effect

those actions had on LGBTQAI+ young adult patrons (Garry, 2015).

One striking narrative was that of a gay teenage patron named Brent who was turned

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away by his school librarian for requesting LGBTQAI+ literature because she deemed the

novels “inappropriate.” The first-person account of this situation, in Brent’s own words, delves

into the heart of why the availability of LGBTQAI+ resources is so important: “There are tons

of gay teens struggling to find a group to fit into. LGBT YA lit helps us realize that no, we

aren’t alone, we aren’t worthless. It helps us discover that we are part of the LGBT group,

which includes tons of brilliant people, doing different things” (Garry, 2015, p.1).

1.4 Significance and purpose

Although their straight counterparts experience school lessons pertaining to

heteronormative history and present life, LGBTQAI+ young adults also need to see themselves

represented positively in their school curricula as positive school environments can be created

through the inclusion of LGBTQAI+ themed materials (Page, 2016). LGBTQAI+ materials

may be films, books, videos, or other materials that reflect the information needs of

LGBTQAI+ persons and their families as they confront homophobia, bigotry, and unaccepting

environments (Center for LGBT Education, Outreach & Services, 2019). Providing such

information gives young adult librarians and educators resources to meet the information needs

of this marginalized and often overlooked population. Such resources can provide young adults

with the information necessary to make informed decisions about their sexual health and

relationships while instilling them with “safe-sex efficacy” or the confidence to speak in favor

of protection when their partner is unwilling to use it (Addoh, Sng, & Loprinzi, 2017).


scientists determine ways to provide LGBTQAI+ young adults with the skills necessary to

gather the information that they need from reliable resources without fear of reprisal.

Additionally, focused research on the recruitment of diverse multicultural communities to LIS

schools can ensure that relevant materials and services are available to all patrons (Stringer-

Stanback, 2011).

1.4.1 Differences in information needs between LGBTQAI+ teens and straight

peers

Abstinence-based sexual health programs preach that young adults should not have sex

until they are married. For those who are gay or questioning their sexual identity, these types of

programs create an “active silence as the hush that occurs when the very persons charged with

protecting our youth not only violate but coerce their desires into silence” (Fisher, 2009, p. 62).

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Not only do abstinence-based and comprehensive sexual health education programs not teach

students about non-heterosexual sex, only 14 states require that schools provide sexual health

education that is medically accurate, placing all teens in a state of information poverty

(Orenstein, 2016). Six states mandate that sex education either bans the discussion of

homosexuality or include material that is biased against lesbian, gay, bisexual, transgender or

questioning (LGBTQ) adolescents (SIECUS, 2012). LGBTQAI+ youth are at a higher risk of

sexually transmitted diseases (STDs) (CDC, 2018) with young gay and bisexual men

accounting for 8 out of 10 HIV diagnoses and 15 million new cases of sexually transmitted

infections (STIs) diagnosed each year amongst 15-21-year-olds.

Lesbian and bisexual girls are also at greater risk of STIs than their heterosexual

counterparts as most do not realize that they can catch these infections from other girls. In a

research study of 160 lesbian and bisexual teenage girls across the United State, most had never

heard of dental dams and their role in protection from STIs (NewsRX, 2018). Furthermore, sex

education classes in public schools in the United States focuses on heteronormative sex, leaving

LGBTQAI+ young adult students uncomfortable and disregarded, creating a knowledge gap

that makes them more vulnerable than their straight peers (NewsRx, 2018).

Aside from sexual health risks, school-based sexual health curricula do not address the

potential for same-sex partners to become parents with partners in future relationships as

reproduction is addressed in these classes as “penis inserted into vagina”; the possibility of gay

or bisexual men, lesbian or bisexual women, transgender persons, and any other queer persons

seeking to be parents through surrogacy or invitro fertilization are not likely to be mentioned

(Fisher, 2009). This gap in sexuality/sexual health education prompts young adults, both

LGBTQAI+ and straight, to access online forums seeking information about sexually

transmitted infections, general sex education questions, and information on contraception and

pregnancy (Von Sadovsky et al., 2006).

1.4.2 Sexuality and sexual health information on the internet

Deemed to be the “first generation to grow up digital”, today’s young adults have been

using computers and the internet most of their lives, unlike previous generations (Rieh &

Hilligoss, 2008, p. 49). Young adults gravitate towards the internet as an information resource

regarding sex and relationships, especially as the internet is open for business, on demand 24

hours a day, 7 days a week (Gauducheau, 2016). Bulletin boards, cell phones, social network

11

sites, and static websites are all venues through which LGBTQAI+ youth can gather

information about sexual health, puberty, sexual identity, and safer sex practices. (Pascoe,

2011). Adolescents frequent platforms such as Google or Wikipedia, as well as other sites such

as discussion groups, allowing them to ask questions and to read online discussions on topics

they are interested in (Gauducheau, 2016). LGBTQAI+ teens may be left with questions after

their sexual health information needs are not answered in school or by their parents and, having

had access to the internet and a computer from an early age; one LGBTQAI+ young adult

remarks that some teens find “a lack of books at the local library that address homosexuality: I

always had the internet” (Fisher, 2009).

An issue pertinent to LGBTQAI+ young adult internet users finding sexuality health

information online is that more sexual health websites for teens are geared to heterosexual teens

and do not provide LGBTQAI+ sexual health information in an immediately accessible manner.

Research of LGBTQAI+ sexual health information needs by Issacson (2006) found that:

Only 29 out of the 63 sites sampled in this study provided any discussion regarding gay,

lesbian, bisexual, or transgender (GLBT) identities and experiences or sexual health

information pertaining specifically to GLBT adolescents. Only 4 sites were directed

primarily toward queer youth, and only 13 sites integrated GLBT issues into general

discussions of sexuality rather than placing it on specially designated webpages. This

segregation of GLBT issues from the mainstream is problematic as it inherently codes

queer as ‘other,’ and promotes the overt and covert stigmatization of peers who are

labeled as queer (28).

There are some informative websites recommended by Pascoe (2011) for LGBTQAI+ youth

which include: Internet Sexuality Information Service (http://www.isis-inc.org), Go Ask Alice

sponsored by Columbia University (http://www.goaskalice.columbia.edu), Center for Young

Women’s Health (http://www.youngwomenshealth.org), About Teens’ Health

(http://www.kidshealth.org/teen/), Sex, Etc.- Sex Education for Teens by Teens

(http://www.sexetc.org), and GSA Network (http://www.gsanetwork.org).

The privacy and anonymity that the internet offers are a big draw for LGBTQAI+ young

adults who may choose the medium over face-to-face conversation with adults and peers

however, what the internet offers in convenience and privacy, it may lack in accuracy, placing

users at risk if the information comes from an inaccurate source (Von Sadovsky et al., 2006;

http://www.kidshealth.org/teen/)

http://www.gsanetwork.org/

12

Gauducheau, 2016). Discussion forums can provide information from a large number of

participants with a wide range of characteristics however, LGBTQAI+ young adults are often

not able to discern which answers are credible and will often select the first response out of

convenience (Gauducheau, 2016). “Although it provides adolescents with a safe and

anonymous space to initially disclose their feelings, the Internet can be detrimental to family

communication because of mere displacement”, and LGBTQAI+ youth may habitually confide

in strangers rather than their own family and friends (Bond, Heffner, & Drogos, 2009, p. 37).

While many parents worry about predators preying on their teens who are using web

resources, experts warn that they danger may lie more with gender, class, and race equalities as

not all socioeconomic classes have equal access to information and barrier to information exist

online similar to the real world. Additionally, it is not difficult for young people to stumble

across material online that is inappropriate or damaging, even in mediated spaces (Pascoe,

2011).

1.4.3 Primary information need- Mental health information






internalized homophobia can be detrimental to their mental health. (Wright & Perry, 2006, p.


adolescents are 190% more likely to use alcohol and drugs than their heterosexual peers and it

is estimated that between 20-40% of all homeless youth identify as LGBTQAI+ (LGBT.net,

2018). The Centers for Disease Control (CDC) claim that LGBTQAI+ youth are at a higher risk

for depression and suicide (CDC, 2018) and older studies from the 1990’s point to additional

issues with substance abuse that are common in the community (Shilo & Savaya, 2012).

LGBTQAI+ are more subject to these issues that their heterosexual counterparts as they face

the additional stress of being a marginalized youth on top of the average “teenage angst”. These

stresses manifest as feelings of “guilt, self-loathing, shame, a delay in identity formation, poor

psychosexual development, poor self-esteem, and a myriad of other threats to a positive self-

concept”; these stresses are judged to be the catalysts for drug abuse and suicide attempts.

13


than gays and lesbians as being bisexual was associated with less family support and acceptance

as well less supported by the Lesbian and Gay community (Shilo & Savaya, 2012).

Support by family and friends is vital to the mental health wellbeing of LGBTQAI+

youth however many of these young adults are highly concerned about coming out to their

friends and family due to fear of rejection; many of these youths have abandoned their

childhood religion due in unacceptance (Shilo & Savaya, 2012). Because LGBTQAI+ may

hesitate to seek mental health information and support due to fear of sharing their sexual

identity with adults such as doctors or councilors, organizations such as the National Alliance

on Mental Health provide LGBTQAI+ specific services free of bias of discrimination

(https://www.nami.org/Find-Support/LGBTQ). Other organizations paying special attention to

providing information and support for LGBTQAI+ mental health needs include the Substance

Abuse and Mental Health Services Administration (https://www.samhsa.gov/behavioral-health-

equity/lgbt) and Youth-Centered Health Design (http://yth.org/resources/lgbtq-youth-health/).

1.4.4 Primary information need- Support against discrimination and self-advocacy

information

“The verbal and physical abuse that many LGB youth experience is related to school

problems, problems with the law, running away, substance abuse, prostitution, and suicide”

(Detrie & Lease, 2008, p. 174). There is a major connectedness between a young adult’s

feelings of sexual-identity distress and the size and nature of their social support network

(Wright & Perry, 2006). The Equal Access Act, passed in 1984, increased the existence of

Christian bible clubs in schools but also evolved into legislation that allowing LGBTQAI+

organizations such as Gay-Straight Alliance (GSA) to meet in public school spaces. Simply

stated, allowing even one extra-curricular club to exist on campus creates a “limited open

forum”, paving the way for other groups, with or without the school’s endorsement (Equal

Access Act). In 1991, National Education Association (NEA) determined that LGBTQAI+

young adults faced great hostility in their schools and declared that these students should have

access to accurate information about themselves, free of judgement (Szalacha, 2003). GSAs

empower LGBTQAI+ young adults by providing information related to self-advocacy, social

and sexual justice, and knowledge of current news regarding LGBTQAI+-specific issues such

as mental, physical, and sexual health, public policy and politics; such information, knowledge,

http://www.nami.org/Find-Support/LGBTQ)

http://www.nami.org/Find-Support/LGBTQ)

http://www.samhsa.gov/behavioral-health-equity/lgbt)

http://www.samhsa.gov/behavioral-health-equity/lgbt)

http://yth.org/resources/lgbtq-youth-health/)

14

and resources allow LGBTQAI+ young adults to “directly challenge or resist hegemonic

structures that characterize adolescents’ lives—the gender and sexual orders of their schools”

(Russell, Muraco, Subramaniam, & Laub, 2009, p. 891).

Gay-Straight Alliances (GSAs) strive to provide school environments that are safe and

supportive for sexual minority students, creating positive changes that make schools

accommodating and safe for all students (Szalacha, 2003). GSAs are “school-based groups that

provide a multi-purpose setting for LGBT and heterosexual cisgender youth to socialize and

receive support, to gain access to resources and learn about LGBT issues, and to engage in

advocacy efforts to raise awareness and address issues of inequality in the school or broader

community” (Poteet, Calzo, & Yoshikawa, 2016, p. 1438). GSAs may go by other names that

school membership feels best describe their organization such as Pride Alliance, Straight-Gay

Alliance, and Spectrum (GSANetwork, 2018).

Although not all GSAs are uniform in their mission in every public school, services

provided by GSAs include bringing in guest speakers, financial and organizational assistance,

faculty training in antigay violence and suicide prevention, opportunities for socialization such

as parties and dances, and advocacy activities such as Day of Silence, Queer Youth Advocacy

Day, Ally Week, and Youth Pride (Poteet, Scheer, Marx, Calzo, & Yoshikawa, 2015). GSAs

allow youth to critically analyze their sexuality, make alliances with others across sexual

diversity, and consider their own sexuality in a supportive context (Mayo, 2008).

1.4.5 Primary information need- Inclusive curriculum supporting everyday life

information needs

“Libraries are heavily used by LGBTQ teens, and this group is seeking information

about understanding their gay identities, coming out, learning social ‘gay rules’, and where to

connect with others like them” (Garry, 2015, p. 3). It is important for LGBTQAI+ young adult

readers to have a role in the selection of books to ensure that their own interests are explored,

and students appreciate the opportunity to discuss what they have read to make sense of the

readings and to connect them to issues in their personal lives. “For them to effectively navigate

socially, they must be exposed to literature that represents their lives and enables them to be

participatory learners in the classroom as well as expressive members of society” (Logan,

Laswell, Hood, & Watson, 2014, p. 30). As of 1996, “more than 200 novels have been

published that center around queer characters” with protagonists seeking visibility, voice, and

15

acceptance (Logan, et al., p. 31). In 2017 alone, the ALA GBLTRT (American Library

Association Gay, Lesbian, Bisexual, Transgender Round Table) Rainbow Book List Committee

examined over 260 books with queer content produced for infants, toddlers, children, and

young adults (Rainbow List, 2018). Information needs met by such books include how to deal

with homophobia (Wickens, 2011), stories about real LGBTQAI+ persons (Stringer-Stanback,

2011), coming out stories (Beck, 2013) and sexual relationships (Hutchinson, 2016).





LGBTQAI+ characters/protagonists (Page, 2016). Unfortunately, only 8.49% of schools

indicate that they use “texts, films, or other materials addressing same-sex desire in their

English language arts curriculum” (Crisp, 2008, p. 242). Hughes-Hassell, Overberg, & Harris

(2013) argue:

In addition to a lack of positive LGBTQ characters in literature, a lack of LGBTQ-

themed books sends a message to youth that it is not okay to be gay, bisexual,

transgender, or lesbian… A lack of LGBTQ-themed literature in school libraries can

send a message to LGBTQ teens that the school library is not the place for them, and

that their lives and their concerns are not valued there (10).

Currently, the National Education Association (NEA) is pressing schools to include

such literature as it promotes the acceptance of diversity in sexual orientation and the

elimination of sexual stereotyping in schools (Salacha, 2003). This diversity must include “all

types of sexual orientation and gender expressions and their intersection with age, religion,

ethnicity, national origin, ancestry, disability, and socio-economic background” (Logan, et al.,

p. 32). “Students who are struggling to find a place to belong so often take solace in books; it is

vital that all students have access to stories that validate their feelings and experiences” (Gary,

2015, p. 1); when schools incorporate such curricula, students feel safer in their school

environment, miss school less, feel more connection to their schools, and experience greater

acceptance from their peers (Page, 2016). These books become literature of hope as they help

LGBTQAI+ young adults realize that they are not alone and they also promote empathy in

straight young adults as the stories foster ideals of equality and fight homophobia (Gary, 2016).

16

LGBTQAI+ inclusive curricula can combat power imbalances and encourage conversations

pertaining to “power, privilege, disenfranchisement, and marginalization” (Logan et al., 2014,

p. 33).

1.4.6 Secondary information need- Media role models

“Teens cite the media not only as a source of factual information, but also as a way that

they learn about sexual communication—40% of 13-18-year-olds acknowledge getting ideas

from the media about how to discuss sexual issues with their partner” (Walsh & Ward, 2010, p.

286). Media such as television, books, and films play an important role in identity formation

and LGBTQAI+ “young adults frequently rely on fictional media narratives as a primary source

of information when forming identity…these often may be a youth’s first contact with issues

and sexual desires of a non-heteronormative nature (Meyer, 2009, p.240). As recently as the

early 2000’s, mass media such as television was the only access to information such as coming-

out as queer youth were not offered information about homosexuality in school or by their

parents (Meyer, 2009).

Although the presentation of LGBTQAI+-positive role-models are included in today’s

media more frequently than in the past, not all members of the LGBTQAI+ are equally

represented. For instance, bisexuality is often posed as being an intermediate stage between

heterosexuality and homosexuality, reinforcing the stigma associated with the “indecisiveness”

of one who is attracted to either sex.

1.4.7 Secondary information need- Relationship information

In addition to sexual health information, LGBTQAI+ teens are also heading to the

internet in search of friendship and romantic relationships. Online social networking spaces

allow the opportunity for young adults to get to know each other and to flirt, as it is sometimes

more comfortable to start these courtships online rather than in person (Pascoe, 2011). For

sexual minority groups, meeting people online takes away the boundaries of geography,

especially if they are located in an area where homosexuality is not accepted or there is not one

in their immediate friend group who is LGBTQAI+. For the 26% of LGBTQAI+ youth that

report not being accepted by their parents due to their sexuality (GLSEN, 2018), these social

networking sites allow them to build and maintain relationships out of the view of their families

(Pascoe, 2011).

17

1.5 Research questions and dissertation outline

This study will be guided by research questions that will be answered through both

quantitative and qualitative data.

Quantitative Content Analysis Research Questions (dataset is the 2018 Rainbow Book

List Nominees):

1. What themes are addressed in the book servings as the 2018 Rainbow Book List

Finalists?

2. What groups are included/excluded in the 2018 Rainbow Book List Nominees?

Example: gender of the protagonist, setting, race/ethnicity, religion, family life,

discussion of sex, discussion of sexuality, genre, L-G-B-T-Q-A-I+ representations

Qualitative Content Analysis Research Questions (dataset is the 2018 Rainbow Book

List Finalists):

1. How do the authors address elements of same-sex intimacy, ie how do two men or

women have sex or what constitutes “sex” in same-sex relationships?

2. Does the novel address the issue of consent between sexual partners? If so, how?

3. If safe sex discussed in the novel? If so, how is protection addressed?

Individual Interview Research Questions (the results of the content analyses led to one

novel being selected as reading material for each interview participant to gauge their reactions

to the reading):

1. How closely does this novel relate to your reality as a LGBTQAI+ young adult?

2. What did you like about the novel? What did you dislike/disagree with?

3. How could this novel educate LGBTQAI+ young adults about their sexuality?

4. How could this novel educate LGBTQAI+ young adults about their sexual health?

1.6 Research design

Content analysis, both quantitative and qualitative, can divulge sexuality and sexual

health issues examined in LGBTQAI+-marketed young adult literature. Individual interviews of

LGTQAI+ young adults can add insight into whether the positive and negative aspects of the

young adult literature discovered through content analysis affect them in their enjoyment of or

willingness to read the book, whether the issues in the book are authentic and pertinent to their

18

everyday life, and if the books fulfill an information need they have about sexuality or sexual

health. The mixed methods complement each other as the content analysis explores what is

contained in the texts while the interviews with LGBTQAI+ teens will determine the

significance of those results.

Mixed methods research designs collect both quantitative and qualitative data in a single

study; analysis and reporting of this data depend on whether the quantitative or qualitative data

will take priority or be treated equally (Creswell, 2008). Mixing research methods allows

researchers to triangulate data, meaning that “investigators could improve their inquiries by

collecting and converging (integrating) different kinds of data bearing on the same

phenomenon. This improvement would come from blending the strengths of one type of

method and neutralizing the weakness of the other” (Creswell, 2016, p. 511). While mixed

methods usually refer to combining both quantitative and qualitative methods to tell a more

complete story, content analysis draws from quantitative and qualitative, using patterns in

words and themes to pull data from text. These data could be reflected numerically or textually.

Combining the data gathered through content analysis with the qualitative data gathered from

interviews allows more complete answers to the posed research questions, producing greater

confidence. Comparing the data also lends to validity and reliability as this triangulation will

lend visibility to where the two types of data agree with each other and where they differ.

Context is the “setting, situation, or environment that surrounds the cultural-sharing

group being studied” (Creswell, 2008, p. 638). Current content analysis research features

communities such as Latinx (Braden & Rodriguez, 2016), young and emerging adult lesbian

protagonists (Cook, Rostosky, & Riggle, 2013), South African girls (Dentith, Sailors, &

Sethusha, 2016), and persons with autism spectrum disorder (Maich 2014; Irwin, Goldsmith, &

Applegate, 2015). Content analysis is a common method of evaluating literature and media

created for children and young adult audiences to better ascertain whether marginalized groups

are represented in a culturally responsible manner. It may be grounded in theory, such as

Rudine Sims Bishop’s idea of children and young adult literature serving as windows, mirrors,

and sliding glass doors, as applied in Torres’ inductive content analysis of the depiction of

Muslim people in children’s picture books (2016). Content analysis is also a tool to evaluate the

treatment of social issues in literature and the media, including such themes as adoption

(Parsons, Fuxa, Kander, & Hardy, 2017), teen dating violence (Storer & Strohl, 2017), and the

19

depiction of African mothers through a social gender lens (Yilmaz & Yakar, 2016).

There have been previous studies conducted focusing on the role that LGBTQAI+

young adult literature can play in meeting the sexuality/sexual health information needs of this

population, but none integrate the first-person perspectives of LGBTQAI+ young adults

themselves. Combining content analysis of LGBTQAI+ target young adult fiction with

interviews presents the opportunity for the researcher to gather input on the both the

authenticity of these novels in relation to their own lives and if the sexuality/sexual health

information provided within these novels impacts their lives.

This dissertation follows an explanatory research design placing priority on qualitative

data collected first through content analysis (conducted both quantitative and qualitatively) then

by individual interviews to consider the significance and relevance of the findings to the

research population. The quantitative and qualitative data are treated equally with data reported

in three phases, culminating in a conclusion which interprets the quantitative and qualitative

results

1st Phase- Quantitative Content Analysis provides background and context of what types

of LGBTQAI+-marketed young adult literature is being published.

2nd Phase- Qualitative Content Analysis examines themes being addressed in

LGBTQAI+ young adult literature in terms of sexuality and sexual health.

3rd Phase- Individual interviews with LGBTQAI+ young adult participants gauge how

these novels inform their lives in terms of sexuality and sexual health information.

1.6.1 Collecting the data

Content Analyses: A copy of all the 2018 Rainbow List Young Adult Nominated Titles are in

the researcher’s possession. All coding of the quantitative and qualitative data gathered for the

content analyses was completed using a codebook to improve reliability. Defining the units of

analysis as passages of text within the novels and their direct relationship to the research

questions was essential for both the qualitative and quantitative analysis.

Individual Interview Data: Individual interview data were audio recorded to ensure validity of

the material to be transcribed.

20

1.6.2 Analyzing the data

Analyzing Quantitative Content Analysis Data: Appropriate statistical measures must be

established such as “frequency distributions, measures of central tendency and variation, cross-

tabulations, and correlation analysis” (Schutt, 2015, p. 504). This particular analysis focused on

the frequency of characteristics of each novel’s protagonist such as sexual identity, gender,

race, ethnicity, religion, socio-economic status, and family makeup. Such analysis creates a

snap-shot of what categories are being expressed within the selections to illustrate what

demographics within the LGBTQAI+ young adult community are being represented within the

selections. These illustrations of frequency identify gaps that may affect LGBTQAI+ ability to

use these novels as mediums for channeling Sim’s (1990) concept of “Windows, Mirrors, and

Sliding Glass Doors”.

Analyzing Qualitative Content Analysis Data: Coding procedures were established, and their

reliability and validity were also recognized (Schutt, 2015).

Analyzing Individual Interview Data: Transcripts of audio yielded the most data. The data were

analyzed employing classical content analysis. To ensure validity, it was necessary to ensure

transcriptions were valid and complete. Once the data were transcribed and analyzed, the

researcher made sure that the results address the research questions and determined that the

findings of the report are accurate and true.

To improve reliability, the coder evaluated each volume of young adult literature twice

to ensure similar findings. If necessary, a third evaluation was performed on any texts whose

code sheets are dissimilar in the first two rounds.

1.6.3 Reporting

The results of this research are reported in this 3-paper dissertation with the findings

written in phases taking place from November 2018-June 2019. Paper one (Chapter 2) explores

diversity within the field of LGBTQAI+ young adult literature to examine intersectional

representation contained within the 2018 GBLT Rainbow Book List fiction novel selections.

Using a quantitative method such as content analysis allows the researcher to compile

frequencies, percentages, and ratios to discover which demographics are reflected in the

protagonists of each novel and which are left out Examples of demographics considered include

gender of the protagonist, setting of the novel, race/ethnicity, religion, family life, discussion of

21

sex, discussion of sexuality genre, L-G-B-T-Q-A-I+ representations. Concepts addressed are

intersectionality, labeling, and representation, with a goal of exploring how representation or its

absence affects LGBTQAI+ readers within the scope of Rudine Simms Bishop’s notion of

“Windows, Mirrors, and Sliding Glass Doors” (1990).

Figure 1. 3 Paper Dissertation Design

Paper two (Chapter 3) uses thematic content analysis to investigate how the authors of

the 2018 GBLT Rainbow Book List fiction novel selections address sex and sexuality. Themes

analyzed in this qualitative research paper include same-sex intimacy, consent, sexual health

education/information, and feelings about intimacy in these young adult novels. Scrutinized

through the lens of Louise Rosenblatt’s Transactional Theory of Reader Response (1938), this

paper will appraise how authors are tackling these themes and how a LGBTQAI+ young adult

may serendipitously extract sexuality and sexual health information from these noteworthy

texts.

The third paper (Chapter 4) employs 15 individual interviews with LGBTQAI+ young

adults aged 18-20 who have read a book assigned to them from the 2018 GBLT Rainbow Book

List to discover whether they found their novel to be a valuable information resource for young

adults learning about their sexuality. Findings include whether the young adults found the

novels to be realistic representations of LGBTQAI+ youths’ lived experiences, whether the

Article 1: Examination of Demographics Represented within the 2018 ALA-GBLT Rainbow Book List

Article 2: Thematic Content Analysis Analyzing Themes of Sexuality and Sexual Health within the 2018 ALA- GBLT Rainbow Book List

Article 3: Individual Interviews with LGBTQAI+ Young Adults to Ascertain Their Thoughts About Themes of Sexuality and Sexual Health within the 2018 ALA-GBLT Rainvow Book List

22

books would have been helpful with their own self-discovery of their sexuality, and whether

they believe that the novels contain information helpful concerning sex, sexuality, and consent.

1.7 Theoretical and conceptual frameworks

1.7.1 Rosenblatt’s Transactional Theory of Reader Response (1938)

Louise Rosenblatt’s 1938 work Literature as Exploration is the first presentation of the

Transactional Theory of Reader Response, proposing that reading is a transaction between the

text and the reader and that there is no “correct way” to interpret a text. Further evolutions of

this theory were introduced in Rosenblatt’s 1978 book, The Reader, the Text, the Poem: The

Transactional Theory of the Literary Work, expanding her original theory to include reader

response as a part of this transaction. Rosenblatt argued that readers approach texts influenced

by their past experiences with reading and living in the world; each individual reader may take

away their own meaning from a text which may or may not align with the meaning intended by

the author of a work (Ross, McKechnie, and Rothbauer, 2006). Rosenblatt advises that reading

may be “aesthetic” (reading for pleasure) or “efferent” (reading strictly for informational

purposes).

Although aesthetic reading originally produces emotion during the act of reading,

serendipitous information stays with the reader as a form of residue. Reader Response reminds

that literature does not have to be non-fiction or a classic to be a valuable information resource;

reading for fiction for assignments and for pleasure can influence future behaviors and meaning

making long after a novel is completed. Young adult literature and reader response theory allow

teens to engage with cultural and historical practical knowledge, both similar and different from

their own, to foster tolerance and understanding.

1.7.2 Bishop’s “Windows, Mirrors, and Sliding Glass Doors” (1990)

“Literature transforms human experience and reflects it back to us, and in that reflection,

we can see our own lives and experiences as part of the larger human experience.” (Bishop,

1990, p. 1). Bishop asserts that multicultural literature provides a window into the life of the

marginalized protagonist while affording a mirror through which children and young adults in

minority populations can see themselves while windows and sliding glass doors allow youth to

walk in the shoes of a character different from them, if only for the course of the novel. If

young readers do not see themselves represented accurately in the books they read, they are in

danger of viewing themselves and others like them as caricatures or less important than those in

23

majority populations (Bishop, 1990).

Although Bishop’s hypothesis originally focused on African American children and

young adults’ depiction in literature, her concept of windows, mirrors, and sliding glass doors

has influenced further research in, for example: how younger readers connect with literature

emotionally (Johnson, Koss, & Martinez, 2018); how the accurate portrayal of Arab and Arab-

American characters increases the understanding of Middle Eastern culture and those of Islamic

faith (Moller, 2014); and the importance of moving characters with disabilities from the

periphery in young adult literature to the role of the protagonist to allow children and young

adults with disabilities to see themselves reflected in the literature they read (Hughes &

Wheeler, 2018).

1.8 Assumptions and limitations

The studies in the three articles are based on several assumptions, the first being that

young adult literature featuring LGBTQAI+ storylines can be “used to fill the gap in sex

education classes regarding queer sexuality and how it is viewed by both queer and non-queer

teens. The use of explicit sexuality can promote discussion and combat homophobia by

encouraging the reader to explore sexuality in all forms” (Hutchinson, 2016, p. 317).

Additionally, although the presentation of LGBTQAI+-positive role-models are included in

today’s media more frequently than in the past, not all members of the LGBTQAI+ community

are equally represented. For instance, bisexuality is often posed as being an intermediate stage

between heterosexuality and homosexuality, reinforcing the stigma associate with the

“indecisiveness” of one who is attracted to either sex. It is assumed that the qualitative content

analysis will uncover these inequalities in the representation of marginalized LGBTQAI+

protagonists. Finally, LGBTQAI+ young adults may seek information on how to define, adapt,

and to begin to present publicly their sexual identity, and how to establish networks of support

by those heterosexual and LGBTQAI+ (Wright & Perry, 2006). “Sex researchers and mental

health clinicians have long recognized that the stigma surrounding homosexuality plays an

important role in shaping the social psychological adjustment of gay, lesbian, and bisexual

people” and internalized homophobia can be detrimental to their mental health. (Wright &

Perry, 2006, p. 82). It is assumed that young adult literature can play a role in providing such

information to LGBTQAI+ young adults and it is expected that the content analyses will

highlight these themes and that the focus group sessions will explore them vigorously.

24

CHAPTER 2

ARTICLE ONE: SEARCHING FOR A MIRROR: DIVERSE AND INTERSECTIONAL REPRESENTATIONS IN LGBTQAI+ YOUNG

ADULT NOVELS 2.1 Introduction

The National Education Association (NEA) is pressing schools to include such literature

as it promotes the acceptance of diversity in sexual orientation and the elimination of sexual

stereotyping in schools (NEA, 2019). This diversity must include “all types of sexual orientation

and gender expressions and their intersection with age, religion, ethnicity, national origin,

ancestry, disability, and socio-economic background” (Logan, et al., 2014, p. 32). Much

research has been completed focusing on the information needs of young adults in general, but

“4-17% of the U.S. population identifies as lesbian, gay, or bisexual; LGBTQAI+ youth

constitute a substantial segment of the population that requires attention” (Detrie & Lease, 2008,

p. 174). LGBTQAI+ young adults fit the same criteria as heterosexual young adults in that they

are transitioning between childhood and adulthood, but also identify as lesbian, gay, bisexual,

transgender, queer/questioning, asexual/aromantic, intersex, as well as other sexual/gender

identities that are not heteronormative. The acronym LGBTQAI+ is currently considered the

most inclusive and recognized for those who do not identify as cisgender (the sex they were

assigned at birth) or straight (Mardel, 2016).



information (HRC.org), relationship information (Pascoe, 2011), and support against

discrimination, self-advocacy information and networking (Wright & Perry, 2006). Although


present life, LGBTQAI+ young adults also need to see themselves represented positively in their

school curricula as positive school environments can be created through the inclusion of


25

2.2 Literature review

LGBTQAI+ adults are first and foremost young adults in that they have many of the

same information needs and behaviors as non-LBGTQAI+ young adults; viewing queer young

adults under the lens of intersectionality is critical to understanding the disadvantages they may

face in accessing information and the difference in access information available in public spaces

such as schools and libraries. Originally conceived to examine the ways race and socio-

economic status affect Black women differently than white women, Crenshaw explored how

systematic discrimination affects those of marginalized populations such as racial and sexual

minorities, promoting the idea that one should consider the various communities as person

belongs to and now just their race and sexuality (Crenshaw, 1989). Therefore, LGBTQAI+

young adults are simply part of the LGBTQAI+ community but are individuals from different

localities, levels of wealth, race, religion, and family compositions.

2.2.1 Intersectionality

Black Feminist Kimberle’ Crenshaw introduced the theory of intersectionality (1989) to

illustrate the different struggles that Black women from impoverished environments faced than

their white feminist counterparts; the term has evolved to provide a lens through which to view

other marginalize populations which face discrimination and oppression. Today,

intersectionality recognizes identities such as sexuality, religion, age, and other ways a person

might be deemed distinctive (Schmidt, 2014).


in contrast to their straight, cisgender peers. “LGB youth also experience developmental



and cognitions related to their sexual orientation” (Detrie & Lease, 2008, p. 1974). For example,

more than one-half of LGBTQAI+ students reported that they feel unsafe at school; 65% of

LGBTQAI+ students heard homophobic slurs frequently with more than half of those comments

coming from their own teachers and school staff (Garry, 2016). In addition, four in 10

LGBTQAI+ young adults say they live in a community that is not accepting of them and these

youths are twice as likely to have been physically assaulted by their peers.

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LGBTQAI+ youth that self-identify as part of the LGBT community not only have to

face the possibility of negative reactions from their peers when coming out but may also face

bias due to their socio-economic status, less acceptance of their race and ethnicity, and even

rejection from their own racial or ethnic community (Harper, Jadwin-Cakmak, & Wilson, 2019).

Additionally, “No two students are alike. They do not learn the same; they do not have the same

background; even those considered “privileged” are still incredibly different from one another.”

(Coleman, 2019, p. 95). Because no one LGBTQAI+ can be defined by their sexuality alone, it is

important for characteristics outside those labels are represented in queer-themed literature.

“Other images of LGBQT youth and their families are necessary, and the range of identities

portrayed is still very limited, as is the range of genders and sexualities in gay-themed young

adult literature.” (Carlson & Linville, 2016, p. 900).

2.2.2 Labeling

Labeling is a provocative issue in today’s research of diversity in young adult literature

with arguments for the inclusion of labeling (Colletta, 2018) and against (Coleman, 2019; Jones,

2013). Some scholars warn that labeling persons as queer relegates them as “other” and not of

the norm is divisive and harmful not only to the LGBTQAI+ persons themselves but all persons

regardless of sexuality (Coleman, 2019), but, as Coletta (2018) argues, not labeling a person or

protagonist as LGBTQAI+ leads to erasure, especially of those who do not fit neatly into the

categorization of gender or sexuality binaries. Labeling is necessary for readers to identify with

protagonists as assuming the sexualities of persons lead to erasure. “As it has become clear in

children’s literature scholarship and queer theory, invoking an identity label does not reduce a

person to a sole thing…a person can and will exist in myriad other ways.” (Colletta, 2018, p. 92).

Taking bolder steps in labeling the sexuality of LGBT protagonists, important as it may

be, can lead to less positive responses such as censorship in novels which depict intimacy in

same-sex relationships. Jones (2013) posits that heterosexual depictions of intimacy in

heterosexual YA novels is determined to be edgy while similar scenes in LGBTQAI+ YA

literature are labeled “pornography” (Jones, 2013, p. 75). Still, explicit labeling of queer

characters, especially protagonists, challenges binaries and young adults want to be able to see

themselves in the books they read and feel unfulfilled when stories are coded but not categorical

about the sexualities of characters (Coletta, 2018).

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2.2.3 Importance of representation in LGBTQAI+ YA literature

We Need Diverse Books, a “non-profit and a grassroots organization of children’s book

lovers that advocates essential changes in the publishing industry” who aim for inclusion of all

types of children in books advocated for “increased representations of diverse experiences

including but not limited to LGBTQIA, Native, people of color, gender diversity, people with

disabilities and ethnic, cultural, and religious minorities in fiction for young people.” (WNDB,

2018; Booth & Narayan, 2018, p. 41). Although inclusion and representation of marginalized

communities is an important goal of YA fictions, publishers have been slow to evolve to its

inclusion.

2.3 Conceptual foundation

Rudine Sims Bishop's "globally cited work, ‘Mirrors, Windows and Sliding Glass

Doors’, has inspired movements for increased diversity in books for young people, and provides

the basis for the best multicultural practice and inquiry for students, teachers, writers and

publishing houses” (Morales, 2017, p. 1). “Literature transforms human experience and reflects

it back to us, and in that reflection, we can see our own lives and experiences as part of the

larger human experience.” (Bishop, 1990, p. 1).

Bishop asserts that multicultural literature provides a window into the life of the


minority populations can see themselves. Sliding glass doors allow young readers to put

themselves in the shoes of a character different from them in an attempt to understand those

differences. If young readers do not see themselves represented accurately in the books they

read, they are in danger of viewing themselves and others like them as caricatures or less

important than those in majority populations (Bishop, 1990). “Assuredly, African American

children's literature will continue to evolve and change as American society changes. But to this

point, it appears to have been created to tell stories that have not been told before, stories that

need to be told. Stories are a way of knowing as well as a way of teaching” (Bishop, 2012, p.

12). Although Bishop’s concept originally focused on African American children and young

adults’ depiction in literature, her concept of windows, mirrors, and sliding glass doors has

influenced further research in how younger readers connect with literature emotionally

(Johnson, Koss, & Martinez, 2018), how the accurate portrayal of Arab and Arab-American

characters increases the understanding of Middle Eastern culture and those of Islamic

28

faith (Moller, 2014), and the importance of moving characters with disabilities from the


adults with disabilities to see themselves reflected in the literature they read (Hughes & Wheeler,

2018).

2.4 Research questions and methods

One overlying research question guides the Quantitative Content Analysis of the young

adult novels selected by the 2018 ALA-LGBRT Rainbow Book List Committee.

RQ1: What groups are included/excluded in the 2018 Rainbow Book List Nominees?

Example: gender of protagonist, sexual identity of protagonist, race of

protagonist, socio-economic status of protagonist, geographical location of book

setting, religion of protagonist, household composition of protagonist

“The Rainbow Book List presents an annual bibliography of quality books with

significant and authentic GLBTQ content, which are recommended for people from birth through

eighteen years of age” (ALA GBLRT, 2018). The American Library Association (ALA)

Lesbian, Gay, and Bisexual Round Table (GBLRT) sponsors the selection of quality literature

for children and young adults annually, as nominated by the public and publishers through a

committee of seven individuals who are members of the GBLRT and ALA. Approximately 250

books were presented by publishers to the committee for review, but many did not meet the

criteria for selection. Those that were chosen were selected based on criteria such as

authenticity, usefulness to LGBTQAI+ young adult readers when discovering and living their

sexuality, and diversity with sensitivity towards race, ethnicity, and disability. Publishers

submitting newly-published and advance print copies of nominees ranged from large presses to

small and independent publishing companies. All books were required to be available to readers

in print version and were final versions of each novel.

A copy of all the 2018 Rainbow List Young Adult Nominated Titles were in the

researcher’s possession and the titles reviewed in this content analysis were the fiction YA

novels only. The novels on the 2018 list were published in late-2016 to late-2017. The selections

and their citations of the 31 2018 Rainbow Book List Young Adult selections are listed below:

Albertalli, Becky. (2017). The Upside of Unrequited. HarperCollins/Balzer+Bray.

Benway, Robin. (2017). Far from the Tree. HarperTeen.

Colbert, Brandy. (2017). Little & Lion. 2017. Little, Brown.

29

Daniels, April. (2017). Nemesis, Book 1: Dreadnought. Diversion

Daniels, April. (2017). Nemesis, Book 2: Sovereign. Diversion.

Dietrich, Cale. (2017). The Love Interest. Feiwel and Friends.

Fine, Sarah. (2017). The Cursed Queen. Simon & Schuster/Margaret K. McElderry.

Floreen, Tim. (2016). Tattoo Atlas. Simon & Schuster.

Friend, Natasha. (2017.) The Other F-Word. Farrar, Straus, and Giroux.

Hutchinson, Shaun David. (2017). At the Edge of the Universe. Simon Pulse.

Konigsberg, Bill. (2017). Honestly Ben. Scholastic/Arthur A. Levine.

LaCour, Nina. (2017). We Are Okay. Dutton.

Lauren, Christina. (2017). Autoboyography. Simon & Schuster.

Lee, Mackenzi. (2017). The Gentleman’s Guide to Vice and Virtue.

HarperCollins/Katherine Tegen,

Mac, Carrie. (2017). 10 Things I Can See from Here. Knopf.

McGuire, Seanan.(2017). Down Among the Sticks and Bones. Tor.

Miller, Sam J. (2017). The Art of Starving. 2017 HarperTeen.

Murphy, Julie. (2017). Ramona Blue. HarperCollins/Balzer+Bray.

Ormsbee, Kathryn. (2017). Tash Hearts Tolstoy. Simon & Schuster.

Oseman, Alice. (2017). Radio Silence. HarperTeen.

Philips, L. (2017). Perfect Ten. Viking.

Podos, Rebecca. (2017). Like Water. HarperCollins/Balzer+Bray.

Roehrig, Caleb. (2016). Last Seen Leaving. Feiwel and Friends.

Self, Jeffrey. (2017). A Very, Very Bad Thing. Scholastic/Push.

Silvera, Adam. (2017). History Is All You Left Me. Soho Teen.

Silvera, Adam. (2017). They Both Die at the End. HarperTeen.

Stevens, Courtney. (2017). Dress Codes for Small Towns. HarperTeen.

Sugiura, Misa. (2018). It’s Not Like It’s a Secret. HarperTeen.

Talley, Robin. (2016). As I Descended. HarperTeen

Talley, Robin. (2017). Our Own Private Universe. HarlequinTeen.

Wilde, Jen. (2017). Queens of Geek. Swoon Reads.

All coding of the quantitative data gathered for the content analyses was conducted by

hand by the researcher with a codebook for reliability. “Where the reliability of data is an issue,

30

the worst situation is not when one coder looks over the shoulder of another coder and selects a

non-matching category, but when coders do not understand what they are asked to interpret,

categorize by throwing dice, or examine unlike units of analysis, causing research results that are

indistinguishable from chance events.” (Krippendorff, 2004, p. 12). The researcher was the sole

coder for this analysis, as there are no other persons available to assist in the coding with the

intimate experience of the book selection process of the 2018 Rainbow Book List Committee, of

which the researcher was a member. As a result, each book was coded twice according to strict

coding criteria to ensure the highest level of reliability.

The thematic content analysis took a summative approach, initially identifying and

quantifying “certain words or content in text with the purpose of understanding the contextual

use of the words or content…this quantifying is not an attempt to infer meaning but rather to

explore usage” (Hsieh & Shannon, 2005, p. 1283). Following the summative content analysis,

latent content analysis will allow the researcher to discover the meaning behind the words and

content analyzed. Combining the qualities of summative and latent content analyses allows this

research to become qualitative in scope and is particularly useful in evaluating manuscripts

(Hsieh & Shannon, 2005).

This research takes inspiration from Irwin, Goldsmith, and Applegate’s Autism in Young

Adults Novels: An Annotated Bibliography (2015). Appropriate statistical measures were

established such as frequency distributions, ratios, and percentages; this particular analysis

focuses on the frequency of characteristics of each novel’s protagonist such as sexual identity,

gender, race, ethnicity, religion, socio-economic status, and household composition to create a

snap-shot of intersectionality amongst the books’ protagonists, illustrating what demographics

within the LGBTQAI+ young adult community are being represented within the selections.

These illustrations of frequency identify gaps which may affect LGBTQAI+ young adult readers’

ability to use these novels as mediums for channeling Sim’s concept of Windows, Mirrors, and

Sliding Glass Doors.

Following the example of quantitative coding of young adults portrayed in literature with

autism spectrum disorder by Irwin, Goldsmith, and Applegate (2015), this researcher coded with

the unit of analysis as the portrayal of each LGBTQAI+ protagonist within each fiction novel

chosen as a 2018 Rainbow Book List young adult fiction selection. If a unit of analysis were

unclear for a novel’s protagonist, the unit was coded as “unknown” to prevent assumption.

31

Although units within the novels were coded by hand in the content analysis, IBM SPSS Statics

26 was utilized to calcite descriptive statistics of frequency and percentage. Please see Appendix

A for a sample coding sheet depicting how the novels will be coded for the quantitative content

analysis.

2.5 Results

2.5.1 Demographic results

Of the 31 novels coded for qualitative content analysis, 37 LGBTQAI+ protagonists

were identified as three of the books had more than one person narrating the story. The analysis

thus features more protagonists than individual books to take into consideration the voices of the

narrators contained within them.

Age of protagonist was determined by whether the author describes the protagonist of

being a certain age; two novels have instances of describing characters as in a certain grade level

in school, but 29 novels were specific during the narrative as to the age of the character. The

minimum age of protagonists in the 31 novels is 15 years of age with a maximum age of 18 years

old. The mean age of LGBTAQI+ main characters is 16.78 years of age with a median age of 17.

Male and female protagonists are close to an even split in the novels with 18/37

protagonists or 48.6 percent identifying as female and 17/37 (45.9%) clearly identifying as male.

Two books, Nemesis, Book 1: Dreadnought and Nemesis, Book 2: Sovereign presents in a series,

has the same protagonist in both books and were counted as the only 2 books with a transgender

female protagonist comprising 5.4% of the total. Distinguishing between “female” and

“transgender female” is important in this study as the protagonist’s transition is an integral part

of the series’ plot and allows readers to understand that Danny is transgender to avoid erasure of

the significance of her gender identity.

In terms of sexuality, bisexual characters are the most represented with 13 characters

providing 35.1% of the Rainbow Book List Fiction protagonists. Gay and lesbian protagonists

are next in terms of representation with 10 gay and nine lesbian main characters counted (27%

and 24.3% of the sample respectively). Only one protagonist is clearly labeled by the author as

asexual which was Tash in Tash Hearts Tolstoy (2.7%). Four protagonists are listed by the

researcher as “unknown/not specified” as the author leaves the sexuality of the character as

ambiguous, never stating a label either because the character holds views of not wanting to be

labeled or because the sexuality is in a process of self-discovery.

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Figure 2 Gender Identity of 2018 Rainbow Book List Protagonists

White characters are the most represented among the 37 LGBTQAI+ protagonists with

78.4 percent being identified as white or 29/37 main characters. Black and protagonists of

unknown/unspecified race each comprise 5.4 percent or two protagonists each in the sample. One

character is mentioned as being a Person of Color based on the character’s description; the

expression of non-whiteness is clearly intended in the narrative, but a specific race is not offered.

One other character, Francis is specifically identified as interracial with Ethiopian and White

heritage in Radio Silence. Ethnicity is not readily approached by the authors of the selection

with 27 main characters not specified as anything other than their race. Six characters or 16.2%

of the sample are identified as Hispanic with singular characters identified as being Chinese,

Ethiopian, and Japanese. An example of this are the two main characters in Silvera’s They Both

Die at the End. Rufus Emeterio is clearly labeled as “Cuban-American” (Silvera, 2917, p. 73)

with references to his dark skin tone and his father speaking Spanish; Mateo has a traditionally

Hispanic last name, Torrez, and is described as whiter than Rufus who states, “Homeboy is really

pale, like he doesn’t leave his apartment nearly enough.” (Silvera, 2017, p. 255), yet he cannot be

categorized as Hispanic/Latino in this study as the text does not clearly state that he is of

Hispanic heritage.

“Middle-class “homes prevailed in the (fictional) universe of LGBTQAI+ households

with 54.1%, followed by “affluent” at 13/37 or 35.1%. While fewer in number, impoverished

characters were represented in 4 cases or 10.8 percent of the time. Protagonists frequently lived

in rural areas (48.6%) based on a population of <10,000, and urban areas (35.1) based on the 12

GENDER IDENTITY Female Male Transgender Female

33

largest metropolitan areas. 16.2% of characters are labeled as suburban if they live in small

cities with > 10,000 people or the protagonist categorized themselves as living in the suburbs.

Rural area characters were not difficult to qualify as most lamented their distance from a city

where their sexuality may more easily accepted versus a rural life where population was scarce,

and everyone knew everyone else. Living impoverished in a rural area fed into the

intersectionality of Ramona in Julie Murphy’s Ramona Blue, allowing her confidence in the

assumption that no one cared that she identified as lesbian, “No one’s really concerned with the

sexual identity of a girl from a local trailer park.” (Murphy, 2017, p. 42).

Religion was not a classification making an impact in most of these novels with a

specified religion not being stated for 75.7 percent of protagonists. Included in this number are

those who did not specify a religion although they are observed in the narrative celebrating a

holiday such as Christmas. An example of this is Marin in Nina LaCour’s We Are Okay, a novel

set largely during a Christmas break at college. It is mentioned that Marin attended a Catholic

school and is celebrating Christmas with her best friend, Mabel, still Marin is never described as

being a Catholic or a Christian and her grandfather warns her “And careful—don’t let the sisters

know that we are heathens.’ (LaCour, 2017, p. 23). Religions that are specified normally have a

place in the protagonists’ lives that shaped their values and family lives. In this category were

four characters that identify as Christian including Mormon, 2 which were devoutly Jewish, and

three that identified as Atheist or not believing in God (10.8%, 5.4%, and 8.1%).

A cornucopia of various household compositions were represented in the sample, with

nine distinct categories of types presented. Categories were revealed through coding of the 31

texts with categorization based on what characters lived with the characters daily and how the

protagonists described those residing in the home with them. Married parents were the norm with

45.9% of households being led by a traditional husband/wife combination although there were a

couple instances of same-sex parents portrayed such as having two mothers or two fathers in a

married relationship such as in The Upside of Unrequited. This was followed by 13.5% or five

protagonists who did not specify whether they lived with two parents or a single parent or none

at all such as in The Love Interest featuring a universe where Love Interests are raised by a

corporation and As I Descended which was set in a boarding school. Single parent households,

where the protagonists lived in a home with one parent without shared custody were the third

most frequent at 10.8 percent; 8.1% of protagonists had divorced parents with shared custody,

34

followed by foster families (8.1%). Orphaned with no foster or adopted family, emancipated,

and single parent cohabiting with a partner were represented equally with one protagonist for

each household category. While some characters were adopted, all identified their adoptive

parents as “parents” with their adoption taking place in the past and their adoptive parents

viewed as “parents” though it was explicitly implied by the author that they were adopted.

Although most protagonists had married parents as the head of household, most identified as

being an only child (45.9%) with 24.3 percent having one sibling, 13.5 percent having more than

one sibling, and 16.2 percent not specifying whether they had siblings at all.

All the Rainbow Book List Young Adult fiction selections were reviewed in WorldCat to

best understand the range of genres the novels were placed in. WorldCat uses genre terms

selected from Guidelines on Subject Access to Individual Works of Fiction, Drama, Etc.

(GSAFD), 2nd edition and adapted from the Library of Congress authority file for each book

(WorldCat, 2019). If a book was categorized in multiple categories including “Fiction”, the most

diverse of the classification was selected to represent the genre. For instance, The Upside of

Unrequited is categorized as “Fiction”, “Romance Fiction”, and “Fiction” but is labeled as

“Romance Fiction” for this study because the terminology best represents the type of story

contained in the novel. Of the 31 novels, 32.4 percent were simply classified as “YA Fiction”

with the second highest representation being “Fiction” (5 books or 13.5%). 10.8 percent of the

novels are considered “Romance Fiction”. The remainder were spread throughout “Science

Fiction”, “Historical Fiction”, and “Fantasy Fiction”. Dress Codes for Small Towns is the only

novel that is classified as both “Fiction” and “Gay & Lesbian Fiction”.

2.6 Discussion

Although the “the Rainbow Book List presents an annual bibliography of quality books

with significant and authentic GLBTQ content, which are recommended for people from birth

through eighteen years of age”, publishers’ submissions still skewed towards the majority with

an overwhelming offering of white protagonists and character rosters low in ethnic diversity.

Protagonists from impoverished backgrounds were few, which does not assist in providing a

mirror for those readers who are discovering and living their sexuality while struggling in low-

income environments. Although family and household structures placed the characters in homes

with married parents at the helm, many of these novels offered glimpses into various types of

families such as adoptive families, foster families, families where multi-generational influences

35

such as grandparents, aunts, and uncles were influences, and provided an identity seldom

explored—that of an emancipated minor. Various genres were represented in this sample, but it

is still obvious that sexuality is not a valued means of classifying these novels as only one novel,

Dress Codes for Small Towns, is classified as “Gay and Lesbian Fiction” in WorldCat. This

makes access to these important information resources difficult for young readers who are

searching for novels featuring queer characters in which they can see themselves reflected.

As stated in the findings, protagonists were fairly evenly split between gender identities

of cis-male and cis-female characters important to the plot of the novels, however there was only

one transgender protagonist who featured in two books of a single series, April Daniels’

Nemesis, Book 1: Dreadnought and Nemesis, Book 2: Sovereign. These books focus on Danny, a

15-year-old and then 16-year old transgender female. Danny receives her transformation through

the transference of superpowers from the previous Dreadnought to herself when she tends to the

ailing superhero as he dies. Although this book shared many of the struggles associated with

gender identity such as non-acceptance from family and friends, overwhelming joy of having the

body that feels authentic mingled with the fear of losing her new mantle of femininity, and an

adversary who believes Danny is less of a woman because her transformation does not include a

uterus, this book will not fulfill the information needs of an actual transgender female young

adult who is dealing with the realities of hormone therapy and possible gender confirmation

surgeries. More submissions by publishers that handle the realities of medical intervention and

their results are imperative however, this novel does provide us with the only transgender

protagonist featured on the Rainbow Book List.

As with gender identity, there was also ample selections for gay and lesbian readers

seeking a mirror or window into the lives of gay and lesbian young adults. More surprisingly, in

light of fear of bisexual erasure, bisexual protagonists outnumbered gay and lesbian (13 bisexual,

10 gay, and nine lesbian). This finding is interesting because of trends within the LGBTQAI+

and publisher/author communities traditionally feature bisexual characters who have just not

figured out or who are not ready to admit that they are gay, feeding into the stereotype that a bi

person is in denial about their preference for a same-sex partner. One book that turned this notion

on its side is Ramona Blue by Julie Murphy which features a confident, blue-haired Ramona who

hinges her identity on knowing she is a lesbian. Readers experience Ramona breaking up from a

summer love and replaying what she loves about girls to realizing that she is crushing on her

36

childhood best friend who is male. This revelation turns Ramona’s sexual identity on its head as

she ponders whether she will lose one of her lesbian best friends if she identifies as bisexual.

Murphy, through Ramona, explores the differences and similar feelings Ramona experiences in

her attraction to women and her attraction/awakening to her best straight male friend.

Though gay, bisexual, and lesbian protagonists are visible in these novels, many other

sexual identities were absent. For example, only one book presents an asexual protagonist and

that is Tash Hearts Tolstoy by Kathryn Ormsbee. Protagonist Tash, the creator of a successful

YouTube series based on Tolstoy novels, grapples with her asexuality, attempting to share her

feelings about sex and lack of desire for physical intimacy with her friend group. Not having a

scope of references to understand the various asexual identities that exist, Tash’s friends merely

thinks that she does not want a relationship with anyone, ever, which leads to problems when

Tash finds that one of her male friends wants to explore a relationship with her and is willing to

forgo sex if that is what it takes to be with her. Ormsbee explores that spectrum of asexuality

and provides information pertinent to understanding this sexual identity beyond that of a person

who never wants to experience sex.

It is worth mentioning that only a handful of protagonists are categorized as

“unknown/unspecified” for their sexuality. Though it may appear advantageous to allow readers

to experience the characters without a label deemed “damaging”, it is necessary to note that

“labels are needed because allowing readers to assume the sexuality of queer characters can lead

to erasure” (Coletta, 2018, p. 92). Coletta (2018) posits that young adults want to see themselves

and characters with their same sexual identity in books but feel frustrated when these

representations are coded, not explicit. Novels whose authors leave the sexuality of their

narrators ambiguous include The Cursed Queen, Honestly Ben, and They Both Die at the End.

This non-labeling may be due to characters still trying to understand their sexuality and not

wanting to be labeled before they are ready or due to a lack of time for elaboration such as in

Adam Silvera’s They Both Die at the End which introduces the character of Mateo on his “death

day”. Beyond gay, lesbian, bisexual, and transgender identities, the list provides no other

exemplary portrayals of other sexualities. As the acronyms included in the LGBTQAI+

spectrum continues to grow, it is important to feature other queer identities such as pansexual,

polyamory, and others.

37

As previously acknowledged, white protagonists were featured in the majority at 78.4%.

This result harkens work by Rudine Simms Bishop (1990) lamenting the lack of Black visibility

in Children’s and Young Adult literature in previous decades. In this list published over twenty

years after her seminal “Windows, Mirrors, and Sliding Glass Doors”, readers are offered only 2

protagonists out of the sample of 37 who identify as Black. These books are Brandy Colbert’s

Little & Lion and Robin Talley’s Our Own Private Universe. Ironically, although characters

provide racial representation by being labeled as “Black”, the two Black female protagonists live

in a predominantly white environment and both are bisexual. These two protagonists do not

provide views into black lives in black environments and do not examine the intersectionality of

races, socio-economic status, and the experiences which may be had by black queer males

dealing with negative reactions when coming out but also face racial prejudices within and

without their own communities, lower economic statuses, and fewer resources (Harper, Jadwin-

Cakmak, Cherenak, & Wilson, 2019).

Representations of ethnicity were also problematic within this sample with only 9

characters out of 37 identifying as any ethnicity. LGBTQAI+ Hispanic characters were the most

represented at 16.2 percent in books such as Far from the Tree, Like Water, They Both Die at the

End, and As I Descended. A Chinese protagonist, Charlie in Queens of Geek, presents as

bisexual, however she does not live in the same strict cultural environment that Japanese lesbian

protagonist, Sana, lives in where women are encouraged to hide their emotions and desires for

the good of their traditional family lives. Similarly, Francis, the bisexual main character in Radio

Silence, identifies as interracial with an Ethiopian father and white mother but her Ethiopian

heritage is used as a plot device to explain why she is not the same color as her mother as her

father is not an influential part of her life.

Impoverished characters were scarce in this sample with only four protagonists

identifying as such. Middle class, either upper or lower, comprised much of the sample with

affluent characters falling a little behind. Characters presented as financially disadvantaged

include Ansa in The Cursed Queen, Marin in We are Okay, Matt in The Art of Starving, and

Ramona in Ramona Blue. Monty, in The Gentleman’s Guide to Vice and Virtue, flirts with

poverty when he disobeys the wishes of his tyrannical, upper class father in this historical novel,

but it not made clear whether this situation is permanent or temporary, so this character was not

coded as “impoverished”. Perhaps Ramona, of Julie Murphy’s Ramona Blue is the most

interesting

38

because she feels that her poverty renders her less visible in the eyes of her community and she

states that no one care about the sexuality of a poor white girl who lives in a FEMA trailer in the

aftermath of Hurricane Katrina. Readers witness Ramona’s reconciliation of her new-found

bisexuality with her previous identity of being a lesbian, all while reading about her working

numerous jobs, caring for her father and pregnant sister, and attempting to form a bond with her

wayward mother; Ramona’s sexuality is just one of a plethora of confusing issues affecting her

lives which provides opportunities for Windows, Mirrors, and Sliding Glass Doors for young

adults dealing with any one of the issues.

Family and household characteristics proved to be one of the most interesting categories

to explore as a myriad of different family possibilities became evident. For example, in Becky

Albertalli’s The Upside of Unrequited, twin sisters Molly and Cassie were conceived via sperm

donor as their mothers are a lesbian couple cohabitating on the eve of marriage equality. The

novel explores race as one of the moms is Black and their biological mother White. And their

little brother, also conceived via sperm donor, is the biological child of their mother who is

Black. This is important not only as this beautiful family does not differentiate between bio and

adoptive mothers but demonstrates one of the many ways a family is constructed. During the

novel, the girls’ mothers marry, but that does not change the family dynamic—each mother is

their mother regardless of biology.

Another family structure of interest leads to emancipation for the transgender female

character of Danny in the series Nemesis. Danny has always felt like a girl inside and her dream

of a female body is made real when the mantle of superhero Dreadnought passes to her,

transforming her body in to her idealized feminine representation. This change is physicality is

shocking to her mother and father, leading to an exploration of the theme of medical consent and

when a young person’s body should be liberated from the control of unsupportive parents. The

novel explores Danny’s struggle for acceptance, and she is cheered when she wins emancipation

from her overbearing parents and can live her authentic life. This emancipation is important with

many parents choosing to not accept queer children; Daniel’s provides the opportunity, although

in a world of fantasy, to explore options to escape abuse.

Down Among the Sticks and Bones by Seamus McGuire is another fantasy novel

following the lives of twin sisters Jack and Jill. Both girls had identities initially formed by

parents who obsessed more over how society viewed their perfect family than the distinct

39

personalities of the sisters. Once the girls are plunged into a mysterious fantasy world which

forces their separation, Jack, a lesbian, takes on a whole new persona. Before the girls delved

into another dimension, their grandmother was a strong source of support for the girls. This

multi-generational household composition allowed the girls to feel the love and support not

provided by their parents. The girl’s world goes dark after their grandmother is expelled from

the house and the girls are forced to realize that they only have each other. Once they reach the

fantasy world, the girls are fostered by two different types of men which develops their

personalities in positive and negative ways.

Foster families are also represented in Adam Silvera’s They Both Die at the End as the

character of Rufus is raised by a loving family comprised of foster parents and foster siblings

after losing his parents and sister in a car accident on their death day. Such representation

illustrates the different types of families in existence and that chosen families provide love in the

same ways as biological families.

2.7 Conclusion

This inquiry demonstrates that while there is diversity to be found within the snap-shot of

LGBTQAI+ marked young adult literature, there is still a long way to go to provide

representation for all intersectional characteristics of teen readers. This study concluded

outcomes similar to those explored by Rudine Simms Bishop’s “Windows, Mirrors, and Sliding

Glass Doors”, demonstrating that suitable mirrors are lacking for those who are not White, who

are impoverished, and who do not identify on binaries lines such as male/female or outside the

realm of gay, lesbian, or bisexual sexual identities. “Such books are seen as self-affirming

mirrors for children of a given culture and as windows into other lives for children outside that

given culture. Both are important factors in developing empathy and understanding in cross-

cultural interactions.” (Bishop, 1990).

These findings are important as they highlight the ways in which the field of LGBTQAI+

young adult literature is evolving but also points out areas in need of improvement. Although

publishers have increased the visibility of queer protagonists and characters in recent years, they

are not evolving quickly enough to encompass the intersectionality of young readers and queer

sexual orientations are still a problem for publishers, booksellers, librarians, ad educators

(Coletta, 2018; Jones, 2013). Committees such as the American Library Association Rainbow

Book List reply on nominations from publishers and the public at large, novel selections

40

featuring authentic representations of LGBTQAI+ with diverse characteristics such as sexuality,

gender identity, socio-economic status, and unique family structures are not making their way to

book lists and other modes of promotion from those organizations that serve such youth.

Implications for further research include examine the entire industry of LBGTQAI+

marketed literature, pinpointing those novels that are not making their way to book list

committees perhaps due to publisher size, ignorance of such committees, or containing

controversial topics that are deemed too heavy for recommendation to young readers and the

educators and librarians that service this community. Although this point of view may be

deemed provocative, a more well-rounded view of LGBTQAI+ marketed literature will

acknowledge “children as sexual beings, hegemonic masculinity as in fact nonhegemonic and

detrimental to success, and homosexuality as normalized and even ordinary” (Wickens, 2011, p.

148). For young adults to see themselves and making use of novels as mirrors to better

understand except themselves, including sexual and gender identities as well as other unique

socio-economic characteristics, more diverse books must be published, distributed, and made

accessible to LGBTQAI+ young adult readers. Only then will Rudine Simms Bishops (1990)

“Windows, Mirrors, and Sliding Glass Doors” have evolved to include the intersectionality of

today’s LGBTAQI+ young adult reader.

41

CHAPTER 3

ARTICLE TWO: “THE LIBRARY IS A PLACE YOU CAN LOSE YOUR INNOCENCE

WITHOUT LOSING YOUR VIRGINITY”: LGBTQAI+ YOUNG ADULT LITERATURE AND SEXUALITY/SEXUAL HEALTH INFORMATION

3.1 Introduction

Although sexual education programs are staples in the middle and high school curricula,

many of these courses are abstinence-based which do not serve the needs of the teen

demographic, let alone those who are LGBTQAI+ (Orenstein, 2016). “LGBT teens are often left

out of discussions in sex education classrooms in the United States because of discriminatory

curricula, ignorance on the part of some teachers and students, or fear of retribution from

conservative political and religious activists” (Bittner, 2012, p. 357). LGBTQAI+-focused

literature can help fill the gaps in sexuality/sexual health information not addressed in public

school curricula.



information (HRC.org), relationship information (Pascoe, 2011), support against discrimination,

self-advocacy information, and networking (Wright & Perry, 2006). Although their straight

counterparts experience school lessons pertaining to heteronormative history and present life,

LGBTQAI+ young adults also need to see themselves represented positively in their school

curricula as positive school environments can be created through the inclusion of LGBTQAI+

themed materials (Page, 2016). This study will provide information useful to providing young

adult librarians and educators with resources to endeavor to meet the needs of this marginalized

and often overlooked population. These resources can provide young adults with the information

necessary to make informed decisions about their sexual health and relationships while instilling

them with safe-sex efficacy.

The literature review considers the available literature related to LGBTQAI+ young

adults, their particular information needs, and how these needs are not being met in school.

Additionally, it will include an exploration into the literature that describes the proposed

theoretical framework used, including the transactional theory of reader response.

42

3.2 Significance and theoretical framework



the information that the need from reliable resources without fear of reprisal. Additionally,


ensure that relevant materials and services are available to all patrons (Stringer-Stanback, 2011).

Mixed methods research incorporating qualitative methods such as interviews, focus

groups, and thematic content analysis as well as quantitative methods such as surveys and

quantitative content analysis are the best means of understanding the information needs and

behaviors of LGBTQAI+ young adults. Surveys allow for a snap-shot of a large group of people

to predict trends while interviews and focus groups provide first person information from the

members of a population which explain why trends are taking place. Content analyses, both

quantitative and qualitative can evaluate the resources that are available for LGBTQAI+ young

adults. This study will use thematic content analysis to determine what content, if any, is

contained in the American Library Association Gay, Bisexual, Lesbian, Transgender Round

Table’s 2018 Rainbow Look List Young Adult Fiction Selections can fulfill the information

needs of LGBTQAI+ related to same-sex/gender intimacy, consent in intimate/sexual

encounters, safe sex including types of protection and efficacy.

This study will use Louise Rosenblatt’s transactional theory of reader response (1938)

and Rudine Simms Bishop’s concept of “Windows, Mirrors, and Sliding Glass Doors” (1990).



text and the reader and that there is no “correct way” to interpret a text. Further evolutions of

this theory were introduced in Rosenblatt’s 1978 book, The Reader, the Text, the Poem: The


response as a part of this transaction. Rosenblatt argued that readers approach texts influenced

by their past experiences with reading and living in the world; each individual reader may take

away their own meaning from a text which may or may not align with the meaning intended by

the author of a work (Ross, McKechnie, and Rothbauer, 2006). In aesthetic reading, the reader is

seeking an interaction with a text and their attention is focused directly on experiencing the book

while the text within the book comingles with the reader’s lived experiences, yet the reader is

43

mostly concerned with their feelings in the moment of textual interaction. “If a literary work of

art is to ensue, the reader must turn his direction as fully as possible towards the transaction

between himself and the text.” (Rosenblatt, 1004, p. 28). After this initial interaction, the reader

continues to be aware of the text and this awareness is coupled with the acquisition of

information or practical implications derived from the text which can then be applied to real life

situations as the reader accepts, rejects, or modifies the information. Reader Response reminds

that literature does not have to be non-fiction or a classic to be a valuable information resource;

reading for fiction for assignments and for pleasure can influence future behaviors and meaning

making long after a novel is completed. When selecting texts for LGBTQAI+ and all young adult

readers, it is imperative that selections are texts which students will be able to interact with and

enjoy. This is especially important for teens who do not identify as avid readers but need access

to young adult novels to complete assignments and/or fulfill an information need. Librarians

and teachers must understand the factors which influence these book selections, both for majority

groups as well as for students of marginalized cultures. Young adult literature and reader

response theory allow teens to engage with cultural and historical practical knowledge, both

similar and different from their own, to foster tolerance and understanding.

While marginalized populations have been studied through the reader response

framework as active participants in research studies, no studies currently feature LGBTQAI+

readers in such a manner. Robert Bittner’s Queering Sex Education: Young Adult Literature

with LGBT Content as Complementary Sources of Sex and Sexuality Education (2012)

considers young adults’ stories/novels with LGBTQAI+ protagonists such as Brian Sloan’s

(2006) A Tale of Two Summers, Julie Anne Peters’ (2009) short story “First Time,” and C. C.

Saint-Clair’s (2004) Morgan in the Mirror through a reader response lens. Bittner considers the

information on coming out, being intimate with a partner for the first time, and maintaining

relationships as partners change and mature revealed through the course of the stories and the

real-life relevant information that LGBTQAI+ young adult readers will derive from the text.

Bittner does not carry the study further by incorporating LGBTQAI+ young adult responses and

discussions about the impact of the literature for the intended audience, leaving room for future

studies to include the opinions of LGBTQAI+ young adult voices.

44

Rudine Simms Bishops' "Mirrors, Windows and Sliding Glass Doors" "has inspired

movements for increased diversity in books for young people, and provides the basis for the

best multicultural practice and inquiry for students, teachers, writers and publishing

houses” (Morales, 2017, p. 1). “Literature transforms human experience and reflects it back to

us, and in that reflection, we can see our own lives and experiences as part of the larger human

experience.” (Bishop, 1990, p. 1).



minority populations can see themselves; sliding glass doors allow readers to understand those

who are deemed different through the experience of a novel. If young readers do not see

themselves represented accurately in the books they read, they are in danger of viewing

themselves and others like them as caricatures or less important than those in majority

populations (Bishop, 1990).

3.3 Research questions

The dataset for this study is the 2018 Rainbow Book List Finalists, and these questions

will establish how sex and sexuality are addressed in these YA novels:

RQ1: How do the authors address elements of same-sex intimacy?

RQ2: Does the novel address issues of consent between sexual partners?

RQ3: Is safe sex discussed in the novel? If so, how is protection addressed?

3.4 Literature review



describes this time the middle ground between adulthood and childhood called “teens” (Agosto,

Magee, Dickard, & Forte, 2016), “adolescents” (Gauducheau, 2016), and “high school students”

(Chung & Neuman, 2007). Much research has been completed focusing on the information needs

of young adults in general however, “4-17% of the U.S. population identifies as lesbian, gay, or

bisexual; LGBTQAI+ youth constitute a substantial segment of the population that requires

attention” (Detrie & Lease, 2008, p. 174). LGBTQAI+ young adults fit the same criteria as

heterosexual young adults in that they are transitioning between childhood and adulthood but

identify as lesbian, gay, bisexual, transgender, queer/questioning, asexual/aromantic, intersex, as

well as other sexual/gender identities that are not heteronormative. The acronym LGBTQAI+ is

45

currently considered the most inclusive and recognized for those who do not identify as straight

or cisgender (the sex they were assigned at birth (Mardel, 2016).



information (HRC.org), relationship information (Pascoe, 2011), and support against

discrimination, self-advocacy information and networking (Wright & Perry, 2006). Although


present life, LGBTQAI+ young adults also need to see themselves represented positively in their

school curricula as positive school environments can be created through the inclusion of


3.4.1 Information needs particular to LGBTQAI+ young adults

It must be stated that LGBTQAI+ adults are first and foremost young adults in that they

have many of the same information needs and behaviors as non-LBGTQAI+ young adults;

viewing queer young adults under the lens of intersectionality is critical to understanding the

disadvantages they may face in accessing information and the difference in access information

available in public spaces such as schools and libraries. Black Feminist Kimberle’ Crenshaw

introduced the theory of intersectionality (Crenshaw, 1989) which focuses on the ways that

Black women face discrimination in the court system that is different from that faced by white

women. Originally coined to illustrate the different struggles that black feminists faced than

their white feminist counterparts, the term has evolved to provide a lens through which to view

other marginalize populations which face discrimination and oppression.


when compared to their straight, cisgender peers. “LGB youth also experience developmental



and cognitions related to their sexual orientation” (Detrie & Lease, 2008, p. 1974). For example,

compared to their straight white peers, more than one-half of LGBTQAI+ students report that

they feel unsafe at school; 65% of LGBTQAI+ students hear homophobic slurs frequently with

more than half of those comments coming from their own teachers and school staff (Garry,

2016). In addition, 4 in 10 LGBTQAI+ young adults say they live in a community that is not

46

accepting of them and these youths are twice as likely to have been physically assaulted by their

peers.

All young adults, including LGBTQAI+ young adults, exhibit the top ten information

needs as listed by Shenton & Dixon (2003): advice for interpersonal problems, spontaneous life

situation information, personal information, affective support, empathetic understanding, support

for skill development, school-related subject information, interest driven information, self-

development information, preparatory information, reinterpretations/supplementations of

existing information, verification of information, and consumer information. In terms of

context, everyday life information needs blur with academic or school life for children and

young adults as their social lives are so intertwined with school (Shenton & Dixon, 2003).

Although sexual education programs are a staple in the middle and high school curricula,

many are abstinence-based or comprehensive which do not serve the needs of the teen

demographic, let alone those who are LGBTQAI+ (Orenstein, 2016). “LGBT teens are often left

out of discussions in sex education classrooms in the United States because of discriminatory

curricula, ignorance on the part of some teachers and students, or fear of retribution from

conservative political and religious activists” (Bittner, 2012, p. 357).

Abstinence-based sexual health programs preach that young adults should not have sex

until they are married. For those who are gay or questioning their sexual identity, these types of

programs create an “active silence as the hush that occurs when the very persons charged with

protecting our youth not only violate but coerce their desires into silence” (Fisher, 2009, p.

62). Not only do abstinence-based and comprehensive sexual health education programs not

teach students about non-heterosexual sex, only 14 states require that schools provide sexual

health education that is medically accurate, placing all teens in a state of information poverty

(Orenstein, 2016). 6 states mandate that sex education either bans the discussion of

homosexuality or include material that is biased against lesbian, gay, bisexual, transgender or

questioning (LGBTQ) adolescents (SIECUS, 2012). LGBTQAI+ youth are at a higher risk of

sexually transmitted diseases (STDs) (CDC, 2018) with young gay and bisexual men accounting

for 8 out of 10 HIV diagnoses and 15 million new cases of sexually transmitted infections (STIs)

diagnosed each year amongst 15-21-year-olds.

Lesbian and bisexual girls are also at greater risk of STIs than their heterosexual

counterparts as most do not realize that they can catch these infections from other girls. In a

47

research study of 160 lesbian and bisexual teenage girls across the United State, most had never

heard of dental dams and their role in protection from STIs (NewsRX, 2018). Furthermore, sex

education classes in public schools in the United States focuses on heteronormative sex, leaving

LGBTQAI+ young adult students uncomfortable and disregarded, creating a knowledge gap that

makes them more vulnerable than their straight peers (NewsRx, 2018).

Aside from sexual health risks, school-based sexual health curricula do not address the

potential for same-sex partners to become parents with partners in future relationships as

reproduction is addressed in these classes as “penis inserted into vagina”; the possibility of gay

or bisexual men, lesbian or bisexual women, transgender persons, and any other queer persons

seeking to be parents through surrogacy or invitro fertilization are not likely to be mentioned

(Fisher, 2009). This gap in sexuality/sexual health education prompts young adults, both

LGBTQAI+ and straight, to access online forums seeking information about sexually transmitted

infections, general sex education questions, and information on contraception and pregnancy

(Von Sadovsky et al., 2006). Unfortunately, not every young adult has an equal opportunity to

seek this information online due to socio-economic differences. For example, Nguyen,

Mosadeghi, and Almario (2017) found that young adults from impoverished backgrounds, ethnic

minorities, and teens from rural areas have a lesser opportunity to use online resources for health

information while those with higher income and education levels are more likely to use the

internet for health information.



heterosexual and LGBTQAI+ (Wright & Perry, 2006) yet GLSEN states that LGBTQAI+ teens

are at higher risk of using alcohol and drugs as well as a higher risk for becoming homeless sue

to stigma surrounding homosexuality (LGBT.net, 2018). Such young adults are at a higher risk

of suicide and depression (CDC, 2018) as they face the additional stress of being a marginalized

youth on top of the average difficulties associated with being a teenager. As a result,

LGBTQAI+ young adults face psychological issues such as depression and low self-esteem.

Identifying as bisexual places young adults at higher risk for mental health issues than gays and

lesbians as identifying as bisexual is associated with less family support and acceptance by the

gay community (Shilo & Savaya, 2012). Support by family and friends is vital to the mental

health wellbeing of LGBTQAI+ youth, but many of these young adults are highly concerned

48

about coming out to their friends and family due to fear of rejection; many of these youths have

abandoned their childhood religion due to a fear of, or actual, unacceptance (Shilo & Savaya,

2012). Because LGBTQAI+ may hesitate to seek mental health information and support due to

fear of sharing their sexual identity with adults such as doctors or counselors, organizations such

as the National Alliance on Mental Health provide LGBTQAI+-specific services free of bias of

discrimination

3.4.2 Previous research about LGBTQAI+ young adults and young adult literature

“Libraries are heavily used by LGBTQ teens, and this group is seeking information about

understanding their gay identities, coming out, learning social ‘gay rules’, and where to connect

with others like them” (Garry, 2015, p. 3). It is important for LGBTQAI+ young adult readers to

have a hand in the selection of books to ensure that their own interests are explored, and students

appreciate the opportunity to discuss what they have read to make sense of the readings and to

connect them to issues in their personal lives. For them to effectively navigate socially, they

must be exposed to “literature that represents their lives and enables them to be participatory

learners in the classroom as well as expressive members of society” (Logan, Laswell, Hood, &

Watson, 2014, p. 30). As of 1996, “more than 200 novels have been published that center

around queer characters” with protagonists seeking visibility, voice, and acceptance (Logan, et

al., p. 31). In 2017 alone, American Library Association Gay, Lesbian, Bisexual, Transgender

Round Table’s (ALA GLBTRT) Rainbow Book List Committee examined over 260 books with

queer content produced for infants, toddlers, children, and young adults (Rainbow List, 2018).

Information needs met by such books include how to deal with homophobia (Wickens, 2011),

stories about real LGBTQAI+ persons (Stringer-Stanback, 2011), coming out stories (Beck,

2013) and sexual relationships (Hutchinson, 2016).

Currently, the National Education Association (NEA) is pressing schools to include such

literature as it promotes the acceptance of diversity in sexual orientation and the elimination of

sexual stereotyping in schools (NEA, 2019). This diversity must include “all types of sexual

orientation and gender expressions and their intersection with age, religion, ethnicity, national

origin, ancestry, disability, and socio-economic background” (Logan, et al., 2014, p. 32).

“Students who are struggling to find a place to belong so often take solace in books; it is vital

that all students have access to stories that validate their feelings and experiences” (Gary, 2015,

p. 1); when schools incorporate such curricula, students feel safer in their school environment,

49

miss school less, feel more connection to their schools, and experience greater acceptance from

their peers (Page, 2016).

These books become literature of hope as they help LGBTQAI+ young adults realize that

they are not alone, and they also promote empathy in straight young adults as the stories foster

ideals of equality and fight homophobia (Gary, 2016). LGBTQAI+ inclusive curricula can offer

mirror and window opportunities to combat power imbalances and encourage conversations

pertaining to “power, privilege, disenfranchisement, and marginalization” (Logan et al., 2014, p.

33).

3.5 Methods

Employing Rosenblatt’s transactional theory of reader response (1938) and Bishop’s

concept of “Windows, Mirrors, and Sliding Glass Doors,” this study explores how the 31 young

adult fiction novel selections featured on the 2018 ALA GLBTRT Rainbow Book List provide

sexual/sexuality health information for readers. Qualitative Content Analysis provides the

methods for examining same sex/gender intimacy, consent for physical intimacy, and issues of

safe sex addressed by the authors through the narration of their protagonists.

Qualitative methodology offers the most flexibility when carrying out social science

research as it allows for research to be conducted in a natural setting while including a high level

of description of participant opinions (Mumford, 2016). “Content analysis is a highly flexible

research method that has been widely used in library and information science (LIS) studies with

varying research goals and objectives” (White & Marsh, 2006, p. 22). Content analysis research

is found as far back as the 18th century in Scandinavia and was used as an analytic technique in

mass communications in the 1950’s (Marsh & White, 2006). Content analysis is often applied in

three approaches: conventional, directed, or summative (Hsieh & Shannon, 2005). Rooted in

literary analysis, the research method is used widely within the social sciences (Krippendorff,

2014). As a research technique, content analysis allows new knowledge to be derived from

themes and patterns within texts to increase the understanding of a phenomenon (Krippendorff,

2004) The inferences found within the texts provide information about the senders of the

message, the message itself, and the audience of the message (Westbrook,

1994). Content analysis has been used both qualitatively and quantitatively, yet Klaus

Krippendorff questions such distinction because “ultimately, all reading of texts is qualitative,

50

even when certain characteristics of a text are later converted into numbers” (Krippendorff,

2004, p. 16).

Units of data in content analysis include datum, categories, and themes; appropriate units

of data are determined by the hypothesis (White & Marsh, 2006). Westbrook (1994) defines

these units of data accordingly: a datum is “a unit of information that is recorded in a durable

medium, analyzable by explicit techniques. Categories organize each datum by grouping it in

with others that share similar dentations and connotations. Themes then cluster categories that

share commonalities” (Westbrook, 1994, p, 224). The most important criterion for evaluating

units of data is that the data provide useful evidence for testing hypotheses or answering research

questions (White & Marsh, 2006). Examples of units of data in recent research include

categories expressing the ways in which children’s literature fosters representational issues of

Latinxs (Braden & Rodriguez, 2016), themes of positive and negative identity characteristics in

fictional novels for young adult lesbians (Cook, Rostosky, & Riggle, 2013), and mathematical

expressions of algebra, geometry, and measurement in children’s picture books (Yilmaz, Akinci,

& Pala, 2017).

This qualitative content analysis follows the structure outlined by White and Marsh

(2006). A hypothesis was established that LGBTQAI+ young adult literature can provide

information necessary to young adults who are discovering their sexuality and considering

intimacy with a same sex partner. Because this researcher has served multiple session on the

Rainbow Book List Committee and has read a plethora of young adult novels published with a

queer young adult population in mind, it was established that qualitative thematic content

analysis was the best means of identifying such topics within the books and examining the ways

in which the authors approached the topics in question. The sampling unit was then determined

to be the 2018 Rainbow Book List; the researcher read each book at least two times, coding the

novels to mark passages of text with a code label. This labeling made it easier to find the coded

passages for later analysis. Such coding simplifies the process of comparing, analyzing, and

realizing implications for future research (Gibbs and Taylor, 2005). Coded samples of text

examine same-sex intimacy, consent, and the addressing of safe sex measures such as condoms

and dental dams. The books coded for this study were:

Albertalli, Becky. (2017). The Upside of Unrequited. HarperCollins/Balzer+Bray.


51


Daniels, April. (2017). Nemesis, Book 1: Dreadnought. Diversion





Friend, Natasha. (2017.) The Other F-Word. Farrar, Straus, and Giroux.


Konigsberg, Bill. (2017). Honestly Ben. Scholastic/Arthur A. Levine.




HarperCollins/Katherine Tegen,


McGuire, Seanan.(2017). Down Among the Sticks and Bones. Tor.

Miller, Sam J. (2017). The Art of Starving. 2017 HarperTeen.


Ormsbee, Kathryn. (2017). Tash Hearts Tolstoy. Simon & Schuster.



Podos, Rebecca. (2017). Like Water. HarperCollins/Balzer+Bray.


Self, Jeffrey. (2017). A Very, Very Bad Thing. Scholastic/Push.




Sugiura, Misa. (2018). It’s Not Like It’s a Secret. HarperTeen.



Wilde, Jen. (2017). Queens of Geek. Swoon Reads.

52

Collection units were paragraphs of narration and dialogue involving the protagonists of

the 31 selected novels and a coding scheme was established to test the hypothesis. Coding was

adjusted to account for similarities in themes. For instance, intimacy is not necessarily

penetration as characters argue what constitutes sex and what it means for one to lose their

virginity. Similarly, some characters may establish hand-holding as intimacy or kissing to be

even more intimate that the touching of genitals. The coding process occurred over a period of

four months in the spring of 2019 and was analyzed according to their meaning in relation to

answering the research questions. Analysis was then written up and is presented in this research

article. Although this research relies on qualitative data, quantity of books out of the 31 possible

titles containing content pertinent to the research questions, ratios will be applied to give

perspective about how many books in the sample are actively addressing these issues.

3.6 Results

3.6.1 Addressing same-sex/gender intimacy

All but one of the 2018 Rainbow Book List young adult novel selections had passages

exploring same-sex/gender intimacy with the exception of April Daniel’s Nemesis, Book 1:

Dreadnought, although we do see the protagonist of this series, Danny, explore intimacy in the

second book Nemesis, Book 2: Sovereign. Subthemes examined within the realm of intimacy

include what constitutes “sex”, feelings of attraction when touched by a love interest, differences

between kissing someone of the same sex versus kissing the opposite sex and making

comparisons, having sex for the first time, self-intimacy through masturbation, and the ways in

which sex changes a relationship.

3.6.1.1 What is “sex”?

Novels which examine what exactly constitutes sex in a same-sex relationship are The

Upside of Unrequited, and Our Own Private Universe. Both of these novels feature female

protagonists in same-sex relationships. Cassie, the lesbian protagonist of the Upside of

Unrequited, shares her thoughts on virginity through dialogue with a group of friends: “And you

know what? I am pretty much done with this construct of ‘virginity’…which I am sure you think

applies to hetero, vaginal sex”. (Albertalli, 2017, p. 76). Cassie then confides that she feels a

person can lose their virginity from oral sex. Similarly, Cassie’s thoughts are echoed in Our Own

Private Universe where bisexual Aki musses that she had not realized that lesbian sex was so

complicated when she recollects searching for information on the internet about sex between two

53

girls. After Aki uses her hand to give Christa an orgasm for the first time, she mulls over

whether the two of them should have discussed what this newfound intimacy meant to them: “I

remembered the stuff I read about how it’s important to talk to your partner about sex before you

did it. Oh, well. We can talk later. Anyway, we didn’t actually have sex—we only fooled

around. Right? What qualifies as sex for two girls, anyway?” (Talley, 2017, p. 192).

3.6.1.2 Kissing

Feelings of attraction when kissing a romantic partner of the same-sex and comparing

that with kissing a person of the opposite sex feature prominently in most of the novels,

sometimes as a way of explaining one is gay or lesbian or simply mentioning the differences in

physical characteristics for characters who are bisexual. In Little and Lion, 16-year-old bisexual

Suzette explains her bisexuality as having similar feelings when kissing boys and girls. When

explaining wanting to kiss her childhood friend, Emil, she posits: “The last person I was with

was a girl: Iris. But I know the feeling you get when you think about someone you want to kiss,

and that feeling does not change when I replace Iris with Emil.” (Colbert, 2017, p. 27).

Ansa, the protagonist of The Cursed Queen by Sarah Fine, is never labeled by the author

as bisexual or lesbian although she is drawn to and professes deep love for her best friend and

chief Thyra in this historical fantasy novel. She compares two experiences of kissing, one with

frenemy Jaspar, a male, and one with Thyra:

And then we were kissing and I barely knew how it happened, just that it was.

That’s all it was too. I had just wanted that moment, high from the fight and

needing something vital to match the battle-lust still beating at my temples.

Jaspar tasted of sweat and heat as he pushed me against that tree, as his knife fell

to the ground with my blood still on the blade. (p. 82-83).

Ansa reminisces about her kiss with Jaspar but imagines Jaspar replaced with the image

of Thyra thinking “If it had been you, I wouldn’t have let you go. If you had made the cut, I

would have been down on my knees. I would have pulled you down with me. I would have

bruised you by holding you too tight.” (Fine, 2017, p. 85). Later, when Ansa kisses Thrya she

proclaims, “I rise on my tiptoes, my tongue sliding hungrily along her bottom lip, our chests

touching, my whole body tingling. This, I think. This is would happily kill for, every day of my

life. I press her closer, craving even more…” (p. 135).

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Recounting all of the instances of the power of a kiss in this dataset would require more

space than allotted within this paper but one kiss that begs to be mentioned is between Monty

and Percy, best friends who become lovers in the Victorian novel The Gentleman’s Guide to Vice

and Virtue by Mackenzi Lee. Flamboyant playboy Monty has bedded his share of men and

women but his love of Percy “takes up more than its fair share of space inside a man” (Lee,

2017, p. 274). Their first kiss after mutual recognition of their love for each other is more

powerful that anything Monty has ever experienced:

It is remarkable how much courage it takes to kiss someone, even when you are

almost certain that person would very much like to be kissed by you. Doubt will

knock you from the sky every time. I nearly start to cry when his lips touch mine

in return. Pain and ecstasy live tight-knit in my heart. It’s a very gentle kiss at

first—close-mouthed and chaste…Then his lips part a smidge, and I nearly lose

my head. (p. 426-427).

This content mentioned here are just a small example of references not to only kissing but

to the power of the simple kiss in the relationships of queer YA protagonists. 25 out of the 31

Rainbow Book List young adult novel selections discussed kissing, whether that be a first kiss

that awakens sexual desire and leads further or kisses that are used as an escape from reality. A

whole book could be written about first kisses in young adult literature and those kisses’ roles in

sexual awakening but is beyond the scope of this paper.

3.6.1.3 Losing virginity?

The theme of losing virginity is addressed with a question mark as it has already been

established that determining what constitutes sex is an individual question for partners in

LGBTQAI+ young adult literature. The novels on the Rainbow Book List for 2018 do not shy

away from describing first time sexual encounters and describing how sex feels, from breaking

the barriers of virginity through penetrative sex or describing what an orgasm feels like with 12

of the 31 books describing sex in detail ranging from how two girls have sex to what is feels like

to “top” versus “bottoming”.

In Shaun David Hutchinson’s At the Edge of the Universe, a science fiction novel, Ozzie

is living in a shrinking world that has forced his first love, Tommy, to disappear. He remembers

their relationship and strong love, recounting losing his virginity in an abandoned house, feeling

that Ozzie deserved that moment to be more than sex on an old sheet (Hutchinson, 2017, p. 190).

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Though readers are not offered more detail into the mechanics of sex between Tommy and

Ozzie, they are able to compare a scene where Ozzie gives Calvin a blowjob in a car with this

reminiscence of rushed “awkward almost sex” (p.185) versus making love:

For me…sex was like reading an epic story. Kind of confusing at first, but when

everything began to make sense, the world disappeared—I lost myself in

something bigger than me—and when it was over, all I could think about was

going back to the beginning and doing it again. (p. 360-361).

Like other lesbian characters featured in YA literature, Maeve, 16, has searched for

lesbian sex information on the internet. In 10 Things I Can See from Here, she describes the

girls she has seen in porn as “automatons”, calling their type of intimacy as “I-lick-you-you-kiss-

me-pinch-my-nipple-arch-your-back-bend-over-moan-moan-sigh (Mac, 2018, p. 269). She

laments that there is no health class about two girls in bed together. Her real-life first time sexual

experience with Salix is described much differently than what she viewed in porn, less gimmick

and more of bodies knowing naturally what to do: “Salix took her shirt off too, and then we were

getting naked and then we were naked, and I wasn’t thinking of anything other than the weight of

Salix on top of me, and the blood rushing to all of the right places, and Salix’s tongue on my

nipple and her hand between my legs and the electric buzz of us together” (p. 269).

Male-on-male sex and the concept of “topping” and “bottoming” is discussed in The Art

of Starving”. 16-year-old Matt is in a secret relationship with Tariq who has not come out in

their small, rural town. Matts’ desire for Tariq is illustrated as a fire, “his heat melted me. His

touch triggered terrifying things” (Miller, 2017, p. 239). When describing their first-time having

sex together, Matt testifies “And I was, to use the secret language of gay sex, the bottom. And it

hurt. And it was wonderful. And we used protection” (304). Both characters are described as not

knowing what they are doing and understanding that sex hold true power and magic.

Perfect Ten by L. Phillips also explores first-time sex with two male characters. The

protagonist, Sam, recalls having sex with Landon, his ex-boyfriend from a young age, and

wondering if they had sex at an age too young to understand how sex changes a relationship. He

mentions that sex almost comes as a surprise to young people, and, although sex education in

schools is lacking for same-sex couples, he was able to find information online and in magazines

(Phillips, p. 31). “We knew the mechanics, how Part A fits into slot B, etcetera, but we were

totally, completely, utterly unprepared for how it made us feel.” (p. 32). After sex, every kiss

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becomes the questions of something more, leading to Sam stating, “That’s right, I’ll say it: we

were too young to have sex.” (p, 32). The characters begin having sex between freshman and

sophomore year of high school and are the first in this sample to introduce the prospect of being

too immature to handle a sexual relationship, not only in the physical sense but in the realm of

handling the relationship dynamics that arise from emotions involved in a love relationship.

3.6.1.4 Masturbation and self-love

Intimacy in this sample of LGBTQAI+ YA novels not only discusses intimacy with other

but intimacy with one’s self through masturbation. Masturbation is used as a vehicle for

understanding sexual preferences before introducing a partner to the mix and as a replacement of

a physical partner for a character who fears intimacy with another person. Ben, in Bill

Konigsberg’s Honestly Ben, is not sure if he is bisexual or if he is just in love with his gay

roommate, Rafe. Ben uses porn as a measure of his attraction to both men and women; he

collects Tumblr posts of hot women in his “spank bank” but when he tries to get a rise out of

pictures of naked men, the same reaction that he has to Rafe does not occur. This lack of

attraction satisfies him, “I smiled. Yeah. Not so gay after all. One-time thing. One-person thing.”

(p.52). This satisfaction is short-lived when Ben dreams of Rafe coming out of the shower and

being held in his arms: “Then my eyes opened to reality and I looked up to the ceiling, assailed

by all the physical feelings running through my chest, my legs, and my hips. My body was a

maze of electrical impulses, and they were all lit. Rafe. Jesus. Rafe.” p. 134).

Before Matt has sex with Tariq in The Art of Starving, he finds intimacy with himself by

watching pornography online and masturbating. Pornography is an important part of Matt’s sex

life and he even likens Tariq to “the sights I spend all night searching when my mom was asleep.

Pages packed with boys, beautiful ones—a secret nation to which I would never belong.”

(Miller, 2017, p. 5). Pornography becomes an addiction for Matt and contributes to his negative

body image; porn is something he does not feel strong enough to stop. He states:

Boys. Men. Men alone looking moody on beaches or beds, holding themselves

lewdly, leering a me, saying You will never have this; you will never be

this…Men together. Doing unspeakable, marvelous things. When it was over, I

looked down at the mess I had made, when I once again snapped back to

reality. (25-26).

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Although this sample more readily provides insight into boy’s masturbating, one

remarkable case is Tash of Tash Hearts Tolstoy’s view on “self-love”. Tash, who identifies as

hetero-romantic or an asexual female who likes guys, she still feels confused alone. She does not

understand what draws people to masturbation: “I don’t hate the feeling. It’s fine, satisfying,

even, to reach that point of release. But it’s not what I am supposed to feel…I’m supposed to feel

more. I am supposed to want it like they do.” (Ormsbee, 2017, p.268). In this case, masturbation

and orgasms illuminate what sex is “supposed” to be for Tash and allows her to recognize that

she truly does not desire sex, with herself or with another person.

3.6.2 Consent

Consent is discussed in 22/31 books in the dataset and takes such forms as simplified as

asking permission before a kiss to more complex such as talking about sex before intimacy

occurs, giving and withdrawing consent during acts of intimacy, even when it is embarrassing;

body language and utterances, and asking forgiveness/seeking approval after the intimate act was

completed. Sexual assault is also addressed in a few of the titles in situations of being drugged

by an older predator or being forced by a partner to go further than the character is ready for or

desires.

The most explicit and pleasing chain of consent for someone who is versed in Title IX or

familiar with education provided to stop sexual assault takes place in Cale Dietrich’s The Love

Interest. Protagonist Caden is a “nice” and his object of desire is Dylan, “a bad” in this science

fiction thriller. When the boys have time to themselves, without being in view of eithers

“handler” they have an encounter in which Caden seeks consent from Dylan for each step of

physical intimacy. The dialogue goes “I’m going to do something, and if you want me to stop at

any time, you can tell me, okay?” At this point, Caden backs Dylan up against a window and

again asks “Are you okay with this, Dylan?”. In this case, the intimacy is a kiss and the dialogue

of consent brings about an intimacy that is “Softer. Kinder. More like I’ve found a way to

express how frigging much I like him.” (Dietrich, 2017, p. 270-271). Each verbalization of

consent from Dylan such as “It’s perfect.” and “I am” accompanied by a nod affirms that the

interaction between the teens is touch acceptable to both characters. Consent is a “weird” thing

for Griffin and his first love Theo in History is All You Left Me when they experience penetrative

sex together for the first time. Griffin explains “it’s weird how it hurts at first; it’s weird how

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Theo’s talking to me to make sure I’m okay feels way better than anything else that’s happening.

It’s weird how we are learning to do this together.” (Silvera, 2017, p. 51).

Jen Wilde’s Queens of Geek portrays the safety felt by bisexual protagonist Charlie as she

has her first sexual encounter with new girlfriend Alyssa and her first-ever sexual experience

with a female. As she recounts her experience with her best friend Taylor, she expresses her

nervousness at first but that Alyssa’s checking in with her made her more comfortable:

It wasn’t just my first time with her; it was my first time with a girl. I was

trembling with nerves. But we took it slow, and she asked more than once if I

was okay. I knew that if I wanted to stop, I could, and she would understand. I

felt safe. I wouldn’t have done it if I didn’t. (244).

Wilde also demonstrates to readers that consent may be necessary when someone is

uncertain whether another wants to be touched. This is the situation with straight protagonist

Taylor who is on the autism spectrum. As she attempts a deeper relationship with male friend

Jamie, he knows her aversion to touch enough to ask consent to hold her hand: “He looks at me.

‘Is this okay?”. He nods to our entwined hands. ‘Oh”, I say, pretending I didn’t even notice. I

shrug. “Um, yeah. Whatever.” (p. 166). Although hand holding may not seem as invasive as

sexual intimacy or even kissing, Jamie’s taking consideration of Taylor’s diagnosis allows a

level of comfort for Taylor that she may not have otherwise felt and opened the door to the

consideration of further intimacy and a deeper romantic relationship.

3.6.2.1 Withdrawing consent

The Rainbow Book List also contain books which feature consent and then the

withdrawing of that consent when the intimacy is going further than one person is comfortable

with. This can be consent that is given by one partner, but the other partner doubts the sincerity

or the mental state of the person giving it. Excellent examples of both are highlighted in Perfect

Ten and The Art of Starving. When gay protagonist Sam has his first intimate encounter with

Travis, after breaking up with his first serious boyfriend Landon, he is overwhelmed by physical

sensations. He can only whimper in answer when Travis asks him if what he is doing to him is

“Good?” (Phillips, 2017, p. 224). As things become more heated, Sam recalls:

But in spite of all I want, when he reaches for the button on my jeans, I suck in a

breath and tense. Travis pulls back, searching my face. He must not like what he

sees because he slides off of me and pulls me close to him, so that my head is

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resting on his chest. He’s quiet, and I let myself listen to his heartbeat for a

minute before saying “I’m sorry.” “Don’t worry about it,” he whispers gently…

(225).

Although Sam is hesitant to voice his reservations about intimacy with Travis, Travis

senses hesitation and stops his ministrations. This act on Travis’ part demonstrates care about

Sam and not wanting to push him into acts he may be sorry for later.

In Miller’s The Art of Starving, Matt is dealing with mental health issues, to include

anorexia, which causes him to ponder “Does sperm count as food? How many calories are in an

orgasm? In a spit vs. as swallow?” (Miller, 2017, p. 310). When he tries to perform oral sex on

Tariq, a partner who he has had intercourse with in the past, Tariq has reservations about

intimacy with someone who does not have all of their mental faculties in order to make a rational

decision about sex. Matt tells Tariq that he wants to give him a blowjob, Tariq responds with “I

can’t…I can’t do this anymore, Matt. I can’t watch you destroy yourself.” (310). In this

situation, regardless of physical desire, Tariq makes a decision about what is right for Sam,

placing Sam’s mental health ahead of what their bodies want.

3.6.2.2 Utterances as affirmation of consent

Although they have a probability of being misunderstood, utterances such as moans, and

sighs are used as indicators that partners are okay with the progression of intimacy within this

dataset. Our Own Private Universe’s Aki is attempting her first physical relationship with

another character, Christa, and both face intimacy that they may not be ready for but neither

express their desires in words but rather attempt to understand the body language of the other.

Aki is at war with her desires the first time she is intimate with Christa and while she mentally

has reservations about her readiness, she does not share these thoughts with Christa: “Her hand

crept up my stomach, over my dress, sliding over my breast. I didn’t know if I was ready for

this, but I didn’t stop her. Instead I pushed myself forward, pressing into her touch” (Talley,

2017, p. 140). In another scene, Christa fingers Aki who is overwhelmed by the sensation and

grabs Christa’s elbow to stop her there. She is confused when Christa stops touching her

completely, asking Aki “Are you okay?” (p. 247). Aki mentally feels that she did not want to

stop all together but does not use words to express her feelings to her partner, ending the

moment. Similarly, when Aki is the instigator of intimacy with Christa and attempts to pleasure

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her in the same manner, Christa does not speak up about what she is feeling, and Aki feels guilt

over making the decision to press forward:

I pushed in further, waiting for her to stop me. She didn’t. Was I hurting her? It

didn’t look that way. Her eyes were closed, but her whole body was pulsing. My

finger was half-way inside her. I pulled back a little, then pushed it in again. Her

eyebrows creased together, and she made a low sound. Then she grabbed my

wrist so fast I jumped and pulled my hand away from her. Her face creased.

What had I done wrong? (248)

Later, Christa insists to Aki that she is okay and that the experience was simply

overwhelming for her. Talking about feelings throughout these exchanges may have allowed

the girls to more deeply understand the desires and sensations of each other, however relying on

body language left room for doubt and less confidence that what they were doing was

consensual.

3.6.3 Sexual assault

Sexual assault is also addressed in the 2018 Rainbow Book List young adult fiction

selections. Scenes portraying sexual assault and their aftermath are explored between same-sex

peers and a teenager and their adult coach. Although some of these assaults are blatant with one

person not caring about whether or not the other was consenting, some are murkier with drugs

playing a role in the acquiescence of the assaulted party.

Carrie Mac addresses assault between female friends in 10 Things I Can See from Here.

Maeve struggles with anxiety and cannot move on from memories of her friend Ruthie’s forceful

kiss and groping. She explains that she feels “mad. I was embarrassed. I was ashamed and

confused.” (Mac, 2017, p. 140). Maeve expresses a desire to confront Ruthie about what

happened but struggles to figure out how to do this as scenes of the assault play through her

mind. She remembers how she and Ruthie became friends and the feelings of love that she had

for her but love that was different than how Ruthie felt about her. Although some may not see a

forced kiss as assault, the power of the encounter is illustrated by Mac in this passage:

She pushed me against the wall with such force that one of her science-fair

trophies toppled off the shelf above and landed on the bed. “Ruthie, stop!” I put

up my hands, but Ruthie leaned in, and then I was pressing up against Ruthie’s

breasts through her shirt and they were enormous and squishy…she was kissing

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me with such ferocity that I could not breathe ... I tried to push her away; but

Ruthie planted her hands on either side of my shoulders and kept slobbering on

me until I finally ducked down under her arm and was free. (276).

Maeve does not understand that this encounter with Ruthie is sexual assault until her

girlfriend Salix points it out to her. Maeve tells her that she believes the encounter was her fault

but she knew she would have reported the assault if it had been a guy that attacked her and not

her female friend. This realization is important because young adult readers may not understand

that sexual assault can happen between persons of the same-sex of the same age who consider

themselves friends.

Shaun David Hutchinson’s The Edge of the Universe depicts the aftermath of sexual

assault. Protagonist Ozzie pursues as relationship with Calvin but notices his mental health is

declining as the former popular jock trades in his old persona for that of an emo. As the two

become closer, Calvin shares that he was in love with his former coach and may have been

assaulted by him; he is uncertain how to categorize their relationship as the adult man drugged

him to make him more docile during intimacy. The first issue discussed in the novel regarding

Calvin and his attacker is whether the teacher/coach molested him and whether a sixteen-year-

old boy could consent to sex with an adult authority figure. Next, Calvin acknowledges that he

was high during their encounters. When Ozzie tells him “Look, Cal, if this guy—whoever he

is—drugged you to have sex with you, that’s rape. You know that, right?” (Hutchinson, 2017, p.

340). Calvin is struggling mentally with this situation and the fact that he never said “no”. He

later recounts “The pills he gave me, he said they’d relax me. But, then he’d do things to me, and

I couldn’t stop him. My brain would scream at me to fight back, but my body just couldn’t.”

(249). As Calvin struggles with his anguish, Ozzie also suffers, not knowing whether to confide

in Calvin’s dad that he knows Calvin was assaulted or whether to keep the confidence of his

friend. By telling this story of assault, the novel addresses the irrationality of loving someone

who has taken advantage of you and pondering whether or not to break the confidence of a friend

to ensure that justice is served.

3.6.4 Addressing safe sex

Safe sex is only addressed in 7/32 novels in the Rainbow Book List; this is a woefully

inadequate number for all of the sexual intimacy that is occurring in these books but in-tune with

the lament expressed by protagonists that sex education programs in school are not geared

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towards sex between same-sex partners (Talley, 2017; Phillips, 2017). Robin Talley’s Our Own

Private Universe is the only novel in the dataset that delves into the use of protection between

female partners. Aki mourns that “the sex-ed professor told us about different kinds of

protection, but he didn’t say anything about gay sex. But how were you supposed to use a

condom when there was nothing to put it on? Could two girls even give each other a disease?”

(Talley, 2017, p. 168). Because of the inequalities in the usefulness of sex education classes for

queer teens, Aki consults the internet to find out the protection needed between two women and

learns that glove, dental dams, and the importance of talking about sex with a prospective partner

and learning that “bisexuals can be monogamous” (171). Talley, via Aki, highlights the

inequalities in access for dental dams and gloves in relation to the availability of condoms in a

campus clinic. She sees condom readily available to the anonymous and stealth taking but has to

have the confidence to approach a nurse and specifically ask for dental dams and gloves.

Beyond having to overcome these obstacles. The character of Aki relates her experience in using

these items, providing sexual health information to readers:

I spread out the dam. The instructions said to hold it in place with my fingers, so

I did that, and then I lowered my lips to her. Touching her through the dam, I

quickly realized, wasn’t so different from touching her through her underwear,

except that I was using my mouth instead of my fingers. The dam tasted liked

smooth thin rubber with a very faint twinge of plasticky fruit, but I forgot about

that fast as Christa’s hand clamped onto the back of my neck. (267).

Detailing how to get the protection, how to use the dental dam and the taste of it provides

readers with sexual health information they may not be receiving in schools, from parents, or

through the efficacy of partners.

History is All You Left Me by Adam Silvera explores condom usage between two virgin

who have only been intimate with each other, setting good habits of protection from the very

beginning of becoming sexually active. Griffin and Theo are friends before they become a

couple and both experience acceptance of their sexuality by their parents. The boys deliberate

which condoms to choose in case things escalate between them quickly and a humorous

encounter ensues when they run into Griffin’s father at the drug store: “Hey, Dad.” He nods at

Theo and Wade. “How was the High Line, guys?” He spots the condoms in my hands, poorly

hidden behind the gummy worms. “Oh.” He’s trying to say something…” Protection is good.

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You can’t get pregnant but there are other dangers.” (Silvera, 2017, p. 64). When Griffin,

embarrassed by the encounter storms out of the store, his father purchases the condoms for him

and takes the opportunity to offer advice “I don’t know all of the mechanics of same-sex sex, but

I’ve been researching different forums lately, and I am around to talk if you have any questions.

Both of you.” (65). This exchange between Griffin and his father is one of the few in the dataset

in which a heterosexual parent strives to learn more about “same-sex sex” for their child and

provide them with protection.

3.6.5 Mental health

The National Institute of Health acknowledges that queer teens are at a higher risk of

mental illness that their straight counterparts (NIH, 2019). For that reason, themes of mental

illness and disorders affecting the LGBTQAI+ protagonists were analyzed via thematic content

analysis in this data set. Fourteen of the 31 books on the 2018 Rainbow Book List featured

protagonists dealing with the mental health issues, either personally or peripherally through a

family member. Disorders such as Obsession Compulsive Disorder (OCD), anxiety, depression,

anorexia, and bipolar disorder, as well as addiction to alcohol and drugs are utilized by the

authors to add complexity and dimension to the narratives of these characters. They also portray

how the disorders/illnesses affect the characters as well as those around them, providing insight

into symptoms of mental disorders, treatment such as prescription, drugs, and therapy, as well as

the consequences of not receiving treatment or stopping treatment prematurely.

History is All You Left Me is not classified as containing information on gay and bisexual

relationships, yet the Library of Congress cataloguing data classifies the book as dealing with

obsessive-compulsive disorder. Griffin, the protagonist of Silvera’s novel, struggles with OCD

exacerbated when his ex-boyfriend Theo dies in a drowning accident. Theo and Griffin knew

each other in middle school and grow closer in high school. On an outing to the city, Griffin and

Theo give each other 20 minutes to find the perfect gift for each other at a flea market, the 9-

minute mark makes Griffin anxious while the 6-minute mark gives him feelings of excitement

when he chooses the 4th item in a row on the table. When Griffin initially comes out to Theo as

gay, he also comes out as having OCD and explains that:

It’s not about being organized. You know how lately I’m always forcing my way

onto everyone’s left side? It wasn’t like that when we were kids. There’s also my

counting thing, where I prefer everything to be an even number, with a couple of

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exceptions, like one and seven. Volume, the timer on the microwave, how many

chapters I read before putting the book down, even how many examples I use in a

sentence. It’s distracting, and I always feel on. (11-12).

Griffin worries that he will become someone “too complex” for Theo to even be friends with as

they grow older. Theo becomes a support system for Griffin as their relationship develops, a

support that fades away when the boys break-up and Theo moves to California for school,

beginning a new relationship with Jackson. After Theo’s death, Theo’s boyfriend becomes a

support system for Griffin however, but Griffin feels their relationship and dealing together with

the loss of Theo subsequently becomes “stupid and unhealthy” (261). It takes moving on from

the past and exploring a new relationship with close friend and prospective love interest Wade

who tells him “Your thing…it’s not healthy. I don’t understand what it’s got to be like in your

head, but you have to do what’s necessary to not be your compulsions’ bitch. It’s limiting your

life.” (273). Wade’s encouragement finally convinces him that he has to try and seek help for his

OCD with a therapist who specializes in exposure therapy and medication.

Anxiety is explored in the novels 10 Things I Can See from Here, As I Descended, and

Queens of Geek. Explored as generalized anxiety disorder in two novels, the disorder is featured

as a comorbid condition of autism spectrum disorder (ASD) in the third. As readers are

introduced to protagonist Maeve in 10 Things I Can See from Here, they are treated to a vignette

entitled “Stupid Things People Say” featuring kind but irrelevant advice given to her by others to

deal with her anxiety. It soon becomes clear that anxiety rules Maeve’s life as she creates

obituaries in her head for tragedies that she sees while obsessing over the statistics of deaths she

has read about and how she could die similar situations. When her father is late to pick her up at

the bus station, she spirals into anxiety and hyperventilating. She explains the feeling of her

panic as “Gut-churning. Heart pounding and pounding and pounding. Fingers tingling as I dug

into my backpack for the stupid paper bag that actually worked.” (12). While she obsesses over

death most hours of the day, she also struggles not to reflect on her friend, Ruthie, who is later to

revealed to have sexually assaulted her.

Although Maeve uses her art as distraction and therapy, her father’s struggle with drugs

and addiction as well as her stepmother’s pregnancy push her to the brink. She realizes that she

needs therapy and treatment for her anxiety, yet her parents attribute her anxiety to a nervous

nature and will not allow her to have anything other than herbal medications which do not work

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for her. Salix, Maeve’s new girlfriend, provides her with emotional support which helps her

rationalize her fears and the story ends on a happy note when Maeve pushes her fears aside to

assist in the unexpected birth of her new baby sister. This birth is portrayed as the catalyst that

shows Maeve she is more than her fears and forces her father to seek help for his addictions.

While the book portrays a mirror for girls who may be in a similar situation dealing with anxiety,

it may not be a realistic one as Maeve never receives treatment for her own mental disorder.

Gay protagonist, Brandon, in As I Descended was bullied as a middle school student and

his panic attacks gave his peers yet another reason to make fun of him. In his narrative, he

reveals that anxiety from the bullying felt like “a weight on his chest that only got heavier with

time.” and visualizes what it would be like to jump from the bell tower in his hometown (Talley,

2016, p. 142). His anxiety also manifests itself in dreams where he recalls a time he was attacked

physically for his sexuality and he shares that he has suffered panic attacks since kindergarten as

a result of his parents fighting where he “would suddenly get terrified, and then he couldn’t

breathe, and then the earth would fall out from under his feet. It felt like he was dying.” (153).

Similar to other character who experience anxiety in the data set, Brandon’s boyfriend, Mateo,

provides support for him when his anxiety hits peak levels. Because As I Descended tells a story

from the point of view of multiple protagonists, readers do not have an opportunity to delve

deeper into whether Brandon has ever sought medical treatment for his anxiety.

As Maeve and Brandon struggle with their anxiety as a singular disorder, Queens of

Geek’s Taylor is living with anxiety as a comorbid condition to her Asperger’s or ASD

diagnosis. She displays markers of autism such as special interests, an aversion to being touched

and being in crowds, and has issues dealing with change such as thinking about moving to the

United States from Australia and attending college. To deal with her emotions, she blogs about

her feelings, telling her readers how she marvels at people completing everyday tasks

comfortably stating “I just want to go up and ask them how they do it. How they manage to do

everything they need to do and go out into the world and be human without feeling the weight of

it all crushing them into oblivion?” (Wilde, 2017, p. 9). Similar to others who deal with ASD,

she finds safe harbor in her love for a series of books and films called “The Firestone Series” and

feels that she better expresses herself through writing than by speaking: “I discovered I can say

everything I want to say and more simply by finding a pen or a keyboard and going wild.” (22).

Her anxiety and panic make Taylor feels like all eyes are always on her, all the time. In her blog,

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Taylor also shares the importance of self-care and how being in touch with her feelings allows

her to calm down and deal with her anxiety. In contrast to most other protagonists analyzed in

the data set, Taylor is straight, and Queens of Geek delves into what intimacy is like for a person

with autism in terms of holding hands and kissing. Taylor’s narrative explains how her anxiety

affects her burgeoning relationship with best friend-turned boyfriend, Jaime, and how it is

important to get consent from a person before pursuing intimacy.

Depression affects the lives of characters in We Are Okay and Radio Silence. In both

novels, depression stems from the loss of persons close to the characters and promotes feelings

of isolation and despair. In Nina LaCour’s We Are Okay, Marin has been raised in California by

her grandfather who dies in mysterious circumstances, leaving her alone. To escape the house

they lived in and the town where everyone knew of them, Marin flees to college in New York

with nothing but the clothes on her back. In dorm room with a new roommate who is wary over

her, Marin’s depression forces her to think:

No one will know if you stay in bed all day. No one will know if you wear the

same sweatpants for the entire month, if you eat every meal in front of television

shows and use T-shirts as napkins. Go ahead and listen to that same song on

repeat until its sound turns to nothing and you sleep the winter away. (3).

Marin’s isolation ends when her best friend and sometimes intimate partner, Mabel, comes to

New York from California over Christmas break and is stunned by the transformation of her

once healthy and happy friend. The girls talk about their relationship, an issue heavy on Marin’s

mind and Marin confides a secret that she learned about her father’s death that made her flee to

school. Sharing this secret with Mabel allows some of Marin’s depression to lift and she starts to

consider making herself a new life at school with a new job at a small pottery shop. The novel

ends on the note of a renewed friendship with Mabel and the prospect of Mabel’s parents

adopting her so that Marin knows she has a home and family to come home to; she is no longer

alone. Releasing the power the secret held over her to trusted persons allowed Marin to both

hope for the future and open her heart to the prospect of love with a new female partner,

acknowledging her lesbian identity for the first time in the novel.

Although he is not a protagonist in Radio Silence, the character of Aled is an integral part

of this LGBTQAI+ young adult novel. Aled, the creator of a web series that he stars in and

produces anonymously, is scarred from the abandonment of his twin sister as well as his abusive

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relationship with his mother. The very private teen becomes depressed when his identity as “The

Creator” is revealed and his mother strips him of his possessions and kills his dog to keep his

focus on academics and college. The protagonist, Francis, recognizes that Aled is isolating

himself by cutting his friends out of his life, avoiding visits home, and presenting an increasing

darkness over social media. She recognizes that his tweets “were becoming darker and darker”

(p.342) and panics over a phone conversation in which he laments “I don’t want to…do this

anymore.” (p. 357). Francis enlists a close group of friends who support and care for Aled to

track down Aled’s long-lost sister Carys; together they go to the university to demonstrate to

Aled that he does not needs his mother and he has a chosen family to support him through his

depression. This support allows Aled comfort enough to come out to his boyfriend as

demisexual and rekindle his web series Radio Silence for its many fans.

Sam J. Miller’s The Art of Starving explores anorexia in its male protagonist, Matt,

revealing the symptoms of this disorder, the ways the illness manifests in virtually every aspect

of the character’s life, and how anorexia affects Matt’s relationship with his family and

boyfriend, Tariq. In the beginning of the novel, it is revealed that Matt has recently met with a

psychiatrist and told her about his fantasy of bringing a gun to school, shooting other students

and then himself. When a letter arrives from the doctor for his mother, Matt reads the letter

stating he needs urgent treatment as he walks to school, reflecting “My mom still thinks I take

the bus, but I stopped around the six thousandth time someone called me a faggot and punches

me as I walked through the aisle.” (Miller, 2017, p. 2). Matt feels that the homophobia and

bullying he receives from straight peers results from their hate of gay people; he tries to shield

himself from homophobia through smart-aleck humor and witty comebacks. His body image is

skewed, and he states, “I choose not to eat because I am enormous fat greasy disgusting creature

that no one will feel attracted to.” (p. 12). Because the character does not see males dealing with

anorexia portrayed in the media, he believes the disorder only happens to girls and that not eating

gives him super powers to observe things in his environment that others cannot see, much like a

super hero in a comic book. Matt also experiences shame over his sexuality and experiences

guilt when he masturbates to porn and although he is sure his mother knows he is gay, he knows

his mother has her own issues with sobriety from alcohol after the abandonment of his father and

older sister. Miller’s portrayal of Matt also illustrates that the protagonist prefers physical assault

to verbal abuse and experiences suicidal ideation (p. 31). At the midpoint of the novel, Matt sees

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a therapist after he is admitted to the hospital after collapsing in his emaciated state. He responds

to the therapist’s questions about body image with what he thinks she wants to hear but is taken

off guard when asked if he is gay. She informs Matt that:

Many gay and lesbian adolescents have a much harder time at your age than their

heterosexual counterparts, especially if there are no opportunities for positive

romantic and sexual relationships. They do not experience the emotional

fulfillment of being physically desired by someone they in turn desire, and it

makes them feel unhappy with their physical appearance. (174).

Matt still feels as if he cannot count on his mom for support by coming out to her about his

sexuality and eating disorder, and soon realizes that while he is keeping his secrets, she is also

keeping her relapse with alcohol a secret.

When Matt realizes that a popular jock from school is gay and attracted to him, the two

begin a clandestine relationship under the agreement that Tariq cannot come out due to his

Muslim heritage and fear of rejection from his family and friends in the small rural town they

reside in. As the teens become intimate, it soon become obvious to Tariq that Matt is slowly

killing himself as he sees symptoms of Matt’s anorexia such as refusing to eat, his emaciated

frame, and injuries resulting from his self-harm. Tariq combs the internet for information about

anorexia and breaks up with Matt because “recovery can take years” (311). After fantasizing

that his superpowers caused by calories deficiency allow him to storm the town with an invasion

of pigs that he communicates with telepathically, Matt wakes up in a treatment center for

anorexia, and he details how his eating disorder has affected his heart and other organs

permanently yet begins to realize that “Bad things will happen to you and they won’t be your

fault…Bad things will also happen to you that will be your fault.” (343). The Art of Starving, in

addition to acknowledging that queer teens are at increased risk of poor body image, is found to

provide information on the signs and symptoms of anorexia, its physical consequences, and how

the disorder affects one’s relationships with family and love interests.

3.7 Discussion

This thematic content analysis exploring themes of sexuality and sexual health

information in books published in 2017 and added to the 2018 Rainbow Book List perpetuates

previous findings in the realm of queer young adult literature including those of Caroline E.

Jones’ which states that “Sex and sexuality clearly have a central, if uneasy, ideological role in

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adolescent literature, and LGBTQ sexualities are more likely than heterosexualities to be less

freely represented.” (Jones, 2013, p. 76). While these important LGBTQAI+-focused young

adult novels are making their way to the mainstream and publicized through book awards and

lists such as the Rainbow Book List, some authors and publishers are failing in their

responsibility to provide adequate information for queer young readers. The novels examined in

this study are excellent when it comes to exploring sexuality and what it means to come out and

begin new relationships, especially navigating the initiation of relationships and describing the

feelings of kissing and making out, but the ball is dropped in many cases when it comes to

describing in detail what it means to be intimate with a same-sex partner, overcoming fear of

embarrassment when talking about sex with a prospective partner, what conversations about

consent sound like, and how to protect ones self with condoms, dental dams, and gloves during

sexual acts that may spread sexually transmitted infections. The notion that “any gay YA novel

as sexually explicit as Judy Blume’s Forever would likely be labeled as pornography.” (Jones,

2013, p. 75) seems to serve as both excuse and explanation as to why these novels fail to provide

LGBTQAI+ young adults with the same sexuality and sexual health information that those

marketed to straight young adults offer.

The books examined in this study provide information helpful to LGBTQAI+ young

adult readers who may be discovering their sexual identity after having the self-realization that

they are not straight but may not know where to place themselves in the queer spectrum. As

Carlson and Linville (2016) assert “The kiss, which usually functions as the intensification of

desire and the initiator of sexual activity, operates metaphorically of the gay-themed young adult

novel.” (p. 888). Little & Lion, The Cursed Queen, and The Gentleman’s Guide to Vice and

Virtue illustrate how a kiss can create powerful emotions and clarify the confusion of whether a

protagonist is attracted in a sexual manner to a prospective partner. Little & Lion is also an

example of how kissing can provide clarification to a bisexual character, Suzette, who was

previously in a same-sex relationship but realizes that she is also attracted to the opposite sex,

feeling similar emotions in each instance. In The Cursed Queen, Ansa’s descriptions of kissing a

boy and then kissing the girl she loves, Thyra, do not even compare. The reader is invited to

compare the two kisses and understand that the passion Ansa feels when kissing Thyra is absent

when she kisses Jaspar—Jaspar is just there in a moment of need while kisses and intimacy with

Thyra stir emotions that are all-consuming. Similarly, Monty’s kiss with Percy in The

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Gentleman’s Guide to Vice and Virtue allows the reader to understand that bisexual Monty is one

who freely kisses and likes to be kissed, but that his kiss with Percy is not just hooking up. It has

the power to shake him to his foundation and strengthen the once promiscuous boy into a man

willing to give up everything to have a future with the man he loves.

Because “queer fiction provides acknowledgment of existence and an opportunity to

consider some of the emotional issues involved with identifying as queer” (Booth & Narayan,

2018, p. 111), it also provides the means to examine questions common to LGBTQAI+ young

adults such as what constitutes sex and what it means for one to lose their virginity, which is

especially important in the discussion of sex between two girls. The book which most aptly

describes what sex is between two girls is Our Own Private Universe by Robin Talley. The

character of Aki, a 15-year-old African-American minister’s daughter and bisexual, embodies a

teenager who has the need for sexuality and sexual health information, seeks such information on

the internet, and understands that sexual transmitted diseases and infections can be passed

between two girls. Talley’s character is a relatable young adult whose story relays to readers the

confusion over what sex is between two young women as it differs in its penetration but not its

ability to provide intimacy and pleasure as such sexual health education is not provided in

schools.

Only 6 out of 20 novels on the 2018 Rainbow Book List which include same-sex or

opposite sex intimacy discuss the use of protection during intimacy such as oral sex and

penetrative sex. Given that 15 million new cases are diagnosed each year among 15-21-year olds

and that evidence of high STI/HIV risk among sexual minority adults, this finding is sobering

(Von Sadovsky, Kovar, Brown, & Armbruster, 2006; Masters, Beadnell, Morrison, Hoppe, &

Wells, 2013). Our Own Private Universe examines inequalities in access to protection such as

dental dams and gloves for intimacy between two females including the embarrassment of

having to ask for these supplies when condoms are readily available for males, no questions

asked. Not only is the need for protection examined but so are the sensory elements of using

such barriers such as feel and taste. This book is the most detailed in examining what is sex

between two girls and in exploring the need for such protection and its accessibility.

Gay males are not left out of the discussion when it comes to protection during sex

although most of the novels with gay or bisexual male protagonists skip over the need for such

protection or simply mention the use of condoms off-hand. History is All You Left Me by Adam

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Silvera is the one book in this sample that considers the purchasing of condoms, using condoms

even when both partners are losing their virginity to each other, and discussing condom usage

with a parent, even when that conversation causes embarrassment. These discussions of safe-sex

between males is especially important as “gay and bisexual male adolescents typically do not

receive sexuality health information in schools that address same gender sexuality” even though

they are at higher odds of contracting HIV.” (Booth & Narayan, 2018, p. 111). Presenting such

dialogue between two teenage characters in a YA novel endows readers with serendipitous

information that they can save for a time when it is useful for them in their own interactions with

intimacy as “knowledge regarding risk reduction among sexual minority youth has the potential

to affect both the youth themselves and the adults they will become.” (Masters, Beadnell,

Morrison, Hoppe, & Wells, 2013, p.).

Contrary to expectation, dialog exploring consent in intimacy was found to be lacking in

this sample. With 20 novels exploring intimacy, a meager 9 ventured into how such discussions

of seeking consent take place. According to Yale University (2018):

Sexual activity requires consent, which is defined as positive, unambiguous, and

voluntary agreement to engage in specific sexual activity throughout a sexual

encounter. Consent cannot be inferred from the absence of a “no”; a clear “yes,”

verbal or otherwise, is necessary. Consent to some sexual acts does not constitute

consent to others, nor does past consent to a given act constitute present or future

consent. Consent must be ongoing throughout a sexual encounter and can be

revoked at any time.

Of the 31 novels in this dataset, 20 deeply explore intimacy such as tongue-kissing,

intimate touching of genitals, oral sex, and digital/penile penetration yet only a select few

illustrate what conversations of consent look like. For LGBTQAI+ young adults who are forced

to seek such information about sex online due to sex education programs that do not focus on

sexual minorities, such passages within books may be the only means of exposure to what

affirmation on consent is. Title such as Perfect Ten, History is All You Left Me, At the Edge of

the Universe, The Gentleman’s Guide to Vice and Virtue, The Art of Starving, The Love Interest,

and Queens of Geek are excellent examples of YA books featuring queer protagonists that

contain critical information about sexual consent that many other titles do not.

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On the flip side, books in this sample also clarify what sexual assault is, which is

important as the Human Rights Campaign (HRC) states that LGBTQ community experiences

more frequent instances of sexual assault and sexual violence than their straight counterparts

(HRC, 2019). Characters such as Maeve in 10 Things I Can See from Here elucidates that sexual

assault can occur between two female friends when one partner continues advances despite the

receivers unacceptance of intimacy. Furthermore, the character of Calvin in At the Edge of the

Universe invites readers to understand that love does not equal consent to sex, especially in a

relationship when the aggressor is a figure of authority and the recipient is incapacitated due to

drug or alcohol and incapable of vocalizing “No!”.

3.8 Conclusion

The purpose of this study was to examine how LGBTQAI+ young adult literature, such

as the fiction selections named to the 2018 Rainbow Book List, can provide sexuality and sexual

health information useful to queer teens who do not receive sexual health education that meets

their needs. This study is the first to examine through thematic content analysis a large quantity

of novels, 31, exploring the themes of intimacy, consent, and protection from STD/STIs.

Findings illustrate that while quality LGBTQAI+ YA novels exists and are being

publicized through book awards and booklists such as the Rainbow Book List, authors and

publishers could be more responsible in providing sexual health information addressing issues

that affect LGBTQAI+ young adults. Given that 3-7% of the population identifies as

LGBTQAI+ (Masters et. al, 2013), with some statistics as high as 10% (Oltmann, 2016), sex

education in schools exclude sexual minorities (Pingel, Thomas, Harmell & Bauermeister, 2013),

and 15 million new cases of STIs are diagnosed each year in those between the ages of 15-21

(Sadovsky et. al, 2006), it is imperative that LGBTQAI+ young adult literature depicting

intimacy contain content examining sexual intimacy, consent, and safe sex. While some novels

contain only some of the criteria, it is irresponsible for publishers and authors not to tackle these

issues due to fear of censorship by libraries and booksellers.

There were several limitations to this study. Firstly, this study only covers the 31

LGBTQAI+ young adult fiction selections on the 2018 Rainbow Book List. As a member of the

2020-2021 committee, this researcher has already seen a number of newly published novels

considered for the list that delve deeper in examining intimacy, consent, and safe-sex

awareness/efficacy. Secondly, this study on focused on novels that were available in print and

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disregards books published solely as e-books, which may be easier for young adults to access

online without the embarrassment of purchasing the novel in a bookstore or checking the volume

out of a library where they may be observed. Implications for further research include

examining such e-books as well as other books published more recently to examine whether the

trend of including scenes depicting dialogue about sex, consent, and protection are occurring

more frequently and in greater detail. Furthermore, it would be advantageous to solicit the

opinions of LGBTQAI+ young adults themselves to examine whether such books provide them

with serendipitous sexuality/sexual health information and whether such information would be

helpful to them as they discover their sexuality and begin their foray into dating and intimacy.

This study finds that sexuality/sexual health information is present in many LGBTQAI+

young adult novels and asserts that access to such information can assist in closing the gaps

between information queer teens receive or do not receive in sexual health information

curriculums and the information necessary for healthy and fulfilling sexual relationships whether

they be now or in the future.

Information professionals such as librarians may find this study helpful when

recommending quality books to their LGBTQAI+ young adult patrons. Research must be

conducted to ensure that librarians, educators, and information scientists determine ways to

provide LGBTQAI+ young adults with the skills necessary to gather the information that the

need from reliable resources without fear of reprisal. Additionally, focused research on the

recruitment of diverse multicultural communities to LIS schools can ensure that relevant

materials and services are available to all patrons (Stringer-Stanback, 2011). Although

LGBTQAI+ teen patrons may not explicitly state that they are seeking sexual health information

within the pages of a YA novel, librarians can provide them with the titles of books examined in

this thematic analysis as valuable information resources, eschewing hegemonic narratives that

may alienate LGBTQAI+ teens and demonstrating that sex education resources, in the guise of a

YA novel, exist in their school libraries (Kyle, 2016).

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CHAPTER 4

ARTICLE THREE: “IT’S OKAY TO BE CONFUSED”: LGBTQAI+ YOUNG ADULT NOVELS AS SEXUALITY AND SEXUAL HEALTH INFORMATION RESOURCES

4.1 Introduction

This qualitative research study is the final phase of a three-part project examining

LGBTQAI+ representation in the young adult fiction selections named to the 2018 Rainbow

Book Lit, and themes contained within the novels exploring intimacy, consent, and safe sex.

This article considers the first-person perspective of young adults between the ages of 18-20

through individual interviews commencing before the assignment of a young adult novel from

the data set and after they have experienced the narrative for themselves.

Previous papers contained in the overall study examine how LGBTQAI+-marketed

young adult literature can provide serendipitous information about sexuality and sexual health,

the purpose of this study is to explore whether the novels considered to be of quality to the

researcher stand up to the realities of life for queer teens themselves.

4.2 Theoretical framework and research questions

This study will operate using Rosenblatt’s transactional theory of reader response (1938)

to understand how LGBTQAI+ young adult readers may serendipitously extract sexuality/sexual

health information from the 2018 Rainbow Book List young adult fiction novels. Rudine Simms

Bishop’s concept of “Windows, Mirrors, and Sliding Glass Doors” (1990) is used as a

conceptual framework for exploring how the LGBTQAI+ participants in this research identify

with their assigned novels. The following paragraphs offer an introduction to why these ideas are

suitable to address the research questions assessed in this analysis.



text and the reader and that there is no “correct way” to interpret a text. Further evolutions of this

theory were introduced in Rosenblatt’s 1978 book, The Reader, the Text, the Poem: The


response as a part of this transaction. Rosenblatt argued that readers approach texts influenced by

their past experiences with reading and living in the world; each individual reader may take away

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their own meaning from a text which may or may not align with the meaning intended by the

author of a work (Ross, McKechnie, and Rothbauer, 2006).

Rosenblatt advises that reading may be “aesthetic” (reading for pleasure) or “efferent”

(reading strictly for informational purposes). Although aesthetic reading originally produces

emotion during the act of reading, serendipitous information stays with the reader as a form of

residue. Efferent reading is the act of reading strictly for information, such as reading the

instructions on a medicine bottle. “In non-aesthetic reading, the reader’s attention is focused

primarily on what will remain as the residue after the reading—the information to be acquired,

the logical solution to a problem, the actions to be carried out.” (Rosenblatt, 1994, p. 23). In

aesthetic reading, the reader is seeking an interaction with a text and their attention is focused

directly on experiencing the book while the text within the book comingles with the reader’s

lived experiences, yet the reader is mostly concerned with their feelings in the moment of textual

interaction. “If a literary work of art is to ensue, the reader must turn his direction as fully as

possible towards the transaction between himself and the text.” (Rosenblatt, 1004, p. 28). After

this initial interaction, the reader continues to be aware of the text and this awareness is coupled

with the acquisition of information or practical implications derived from the text which can then

be applied to real life situations as the reader accepts, rejects, or modifies the information.

Reader Response reminds that literature does not have to be non-fiction or a classic to be a

valuable information resource; reading fiction for assignments and for pleasure can influence

future behaviors and meaning making long after a novel is completed.

Research applying Rosenblatt’s reader response, particularly in the realm of the

information needs of young adults, considers how sociocultural factors such as location, race,

sexual orientation as well as special interests influence how young adult readers may respond to

literature. Of increasing interest among researchers and practitioners include allowing students

to select their own texts for school assignments as well as incorporating controversial texts into

the classroom to promote deep discussion and fulfill information needs. Meeting students and

young adults where they gather, such as online and through media they gravitate to such as video

games, move reader response to the twenty-first century. Fostering the legitimacy of reader

response in areas outside of English education had led to methodology based in the hard sciences

such as medicine and psychology to be applied to ways in which reading can physically change

the minds of readers measurably.

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Rudine Sims Bishop’s ‘Mirrors, Windows and Sliding Glass Doors’, has inspired

movements for increased diversity in books for young people, and provides the basis for the

best multicultural practice and inquiry for students, teachers, writers and publishing houses”

(Morales, 2017). “Literature transforms human experience and reflects it back to us, and in that

reflection, we can see our own lives and experiences as part of the larger human experience.”

(Bishop, 1990, p. 1).



minority populations can see themselves. If young readers do not see themselves represented

accurately in the books they read, they are in danger of viewing themselves and others like them

as caricatures or less important than those in majority populations (Bishop, 1990). “Assuredly,

African American children's literature will continue to evolve and change as American society

changes. But to this point, it appears to have been created to tell stories that have not been told

before, stories that need to be told. Stories are a way of knowing as well as a way of teaching”

(Bishop, 2012, p. 12). Although Bishop’s concept originally focused on African American

children and young adults’ depiction in literature, her concept of windows, mirrors, and sliding

glass doors has influenced further research in how younger readers connect with literature

emotionally (Johnson, Koss, & Martinez, 2018), how the accurate portrayal of Arab and Arab-

American characters increases the understanding of Middle Eastern culture and those of Islamic

faith (Moller, 2014), and the importance of moving characters with disabilities from the


adults with disabilities to see themselves reflected in the literature they read (Hughes & Wheeler,

2018).

This study endeavors to answer the following research questions:

RQ1: How closely do the 2018 Rainbow Book List young adult fiction novels relate to

the real of life of an LGBTQAI+ young adult?

RQ2: What do young adults like about the 2018 Rainbow Book List young adult fiction

selections? What do they dislike or disagree with?

RQ3: How could these novels fulfill the information needs of LGBTQAI+ young adults

relative to sexuality?

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RQ4: How could these novels fulfill the information needs of LGBTQAI+ young adults

relative to sexual health?

4.3 Literature review: Information needs of LGBTQAI+ young adults



describes this time the middle ground between adulthood and childhood called “teens” (Agosto,

Magee, Dickard, & Forte, 2016), “adolescents” (Gauducheau, 2016), and “high school

students” (Chung & Neuman, 2007). Much research has been completed focusing on the

information needs of young adults in general however, “4-17% of the U.S. population identifies

as lesbian, gay, or bisexual; LGBTQAI+ youth constitute a substantial segment of the population

that requires attention” (Detrie & Lease, 2008, p. 174). LGBTQAI+ young adults fit the same

criteria as heterosexual young adults in that they are transitioning between childhood and

adulthood but identify as lesbian, gay, bisexual, transgender, queer/questioning,

asexual/aromantic, intersex, as well as other sexual/gender identities that are not

heteronormative. The acronym LGBTQAI+ is currently considered the most inclusive and

recognized for those who do not identify as straight or cisgender (Mardel, 2016).






internalized homophobia can be detrimental to their mental health. (Wright & Perry, 2006, p.


adolescents are 190% more likely to use alcohol and drugs than their heterosexual peers and it is

estimated that between 20-40% of all homeless youth identify as LGBTQAI+ (LGBT.net, 2018).

The Centers for Disease Control (CDC) claim that LGBTQAI+ youth are at a higher risk for

depression and suicide (CDC, 2018) and older studies from the 1990s point to additional issues

with substance abuse that are common in the community (Shilo & Savaya, 2012). LGBTQAI+

are more subject to these issues that their heterosexual counterparts as they face the additional

stress of being a marginalized youth on top of the average “teenage angst”. These stresses

manifest as feelings of “guilt, self-loathing, shame, a delay in identity formation, poor

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psychosexual development, poor self-esteem, and a myriad of other threats to a positive self-

concept”; these stresses are judged to be the catalysts for drug abuse and suicide attempts.


than gays and lesbians as being bisexual was associated with less family support and acceptance

as well less supported by the Lesbian and Gay community (Shilo & Savaya, 2012).

“Libraries are heavily used by LGBTQ teens, and this group is seeking information about

understanding their gay identities, coming out, learning social ‘gay rules’, and where to connect

with others like them” (Garry, 2015, p. 3). It is important for LGBTQAI+ young adult readers to

have a hand in the selection of books to ensure that their own interests are explored, and students

appreciate the opportunity to discuss what they have read to make sense of the readings and to

connect them to issues in their personal lives. For them to effectively navigate socially, they

must be exposed to literature that represents their lives and enables them to be participatory

learners in the classroom as well as expressive members of society” (Logan, Laswell, Hood, &

Watson, 2014, p. 30). As of 1996, “more than 200 novels have been published that center

around queer characters” with protagonists seeking visibility, voice, and acceptance (Logan, et

al., p. 31). In 2017 alone, the ALA GBLTRT (American Library Association Gay, Lesbian,

Bisexual, Transgender Round Table) Rainbow Book List Committee examined over 260 books

with queer content produced for infants, toddlers, children, and young adults (Rainbow List,

2018). Information needs met by such books include how to deal with homophobia (Wickens,

2011), stories about real LGBTQAI+ persons (Stringer-Stanback, 2011), coming out stories

(Beck, 2013) and sexual relationships (Hutchinson, 2016).





LGBTQAI+ characters/protagonists (Page, 2016). Unfortunately, only 8.49% of schools indicate

that they use “texts, films, or other materials addressing same-sex desire in their English

language arts curriculum” (Crisp, 2008, p. 242). Hughes-Hassell, Overberg, & Harris (2013)

argue: “In addition to a lack of positive LGBTQ characters in literature, a lack of

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LGBTQ-themed books sends a message to youth that it is not okay to be gay,

bisexual, transgender, or lesbian… A lack of LGBTQ-themed literature in school libraries can

send a message to LGBTQ teens that the school library is not the place for them, and that their

lives and their concerns are not valued there.” (10).

Currently, the National Education Association (NEA) is pressing schools to include such

literature as it promotes the acceptance of diversity in sexual orientation and the elimination of

sexual stereotyping in schools (NEA, 2019). This diversity must include “all types of sexual

orientation and gender expressions and their intersection with age, religion, ethnicity, national

origin, ancestry, disability, and socio-economic background” (Logan, et al., 2018, p. 32).

“Students who are struggling to find a place to belong so often take solace in books; it is vital

that all students have access to stories that validate their feelings and experiences” (Gary, 2015,

p. 1); when schools incorporate such curricula, students feel safer in their school environment,

miss school less, feel more connection to their schools, and experience greater acceptance from

their peers (Page, 2016). These books become literature of hope as they help LGBTQAI+ young

adults realize that they are not alone, and they also promote empathy in straight young adults as

the stories foster ideals of equality and fight homophobia (Gary, 2016). LGBTQAI+ inclusive

curricula can offer mirror and window opportunities to combat power imbalances and encourage

conversations pertaining to “power, privilege, disenfranchisement, and marginalization” (Logan

et al., 2014, p. 33).

4.4 Methods

The population for this study was 18-20 old students in a large public southeastern

university and the sample drawn from eligible volunteers. Although the Young Adult Library

Services Association (YALSA) define young adulthood as the period between the ages of 12-18

years of age, participants between the ages of 18-20 were recruited as there was the possibility of

discussing topics sexual in nature. Sampling was purposive and convenient (availability

sampling) with evidence of snowballing; volunteers self-identified as LGBTQAI+ to participate

in this study and volunteers recruited friends who fit the subject profile. Inclusiveness was a

priority as diverse samples yield the most information; every effort was made to gather equal

representation of lesbian, gay, bisexual, transgender, asexual, intersex, or any other person who

does not identify as heterosexual. The responsibilities of the subjects included an initial

interview, a secondary interview, and the reading of the assigned 2018 Rainbow Book List

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assigned novel. Subjects were compensated with one $25 Visa gift card per interview and the

novel was theirs to keep.

Participants were recruited via flyers posted on campus and through advertisement on the

student research study participant recruitment website upon approval from the Florida State

University Institutional Review Board (FSU IRB). In terms of reflexivity, it was possible that an

LGBTQAI+ young adult population may not accept the researcher as a forty-year-old,

heteronormative, white female. As a result, the researcher made attempts during the initial

interview to build a level of trust, facilitating robust conversation.

Because of the busy spring semester schedule, an initial 30-minute interview was

conducted via Google Hangouts to build rapport with each participant and to collect

demographic information that was used to select the appropriate young adult novels. The

researcher used characteristics such as gender, sexual identity, race, ethnicity, socio-economic

status, religion, and household composition to match books with participants. Participants were

sent a hardcover copy of their assigned novel through Amazon Prime and were asked to notify

the researcher once they had received and completed the book. Second interviews, ranging from

30 minutes to one-hour were then scheduled over Google Hangouts and sessions were recorded

for transcription. Transcripts were then coded using NVivo 12 software to identify nodes

corresponding to the research questions.

This study is based on several assumptions, the first being that young adult literature

featuring LGBTQAI+ storylines can be “used to fill the gap in sex education classes regarding

queer sexuality and how it is viewed by both queer and non-queer teens. The use of explicit

sexuality can promote discussion and combat homophobia by encouraging the reader to explore

sexuality in all forms” (Hutchinson, 2016, p. 317). Additionally, although the presentation of

LGBTQAI+-positive role-models are included in today’s media more frequently than in the past,

not all members of the LGBTQAI+ are equally represented. For instance, bisexuality is often

posed as being an intermediate stage between heterosexuality and homosexuality, reinforcing the

stigma associate with the “indecisiveness” of one who is attracted to either sex. Qualitative

content analysis uncovers these inequalities in the representation of marginalized LGBTQAI+

protagonists. Finally, LGBTQAI+ young adults may seek information on how to define, adapt,

and to begin to present publicly their sexual identity, and how to establish networks of support

by those heterosexual and LGBTQAI+ (Wright & Perry, 2006). “Sex researchers and mental

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health clinicians have long recognized that the stigma surrounding homosexuality plays an

important role in shaping the social psychological adjustment of gay, lesbian, and bisexual

people” and internalized homophobia can be detrimental to their mental health. (Wright & Perry,

2006, p. 82). It is assumed that young adult literature can play a role in providing such

information to LGBTQAI+ young adults and that the individual interview sessions will explore

them vigorously.

4.5 Findings

4.5.1 Demographic information

To best comprehend who volunteered to participate in this research study, the initial 30-

minute interview comprised demographic questions. Participants self-identified as being

between the ages of 18-20, with a mean age of 19.27. Five participants identified themselves as

18 years of age which classified them as an adult per YALSA’s definition of “young adult”.

Examining gender, 73.3% of participants identified as cisgender female, 20% as cisgender male,

and 6.7% as genderfluid or nonbinary. Nine participants considered themselves bisexual, two as

lesbian, one gay, one pansexual, and one asexual/demi sexual. One participant identified as

queer, not specifying a label for their sexuality. This sample was a 73% White, followed by

13.3% Black, with one subject identifying as Asian and another identifying as interracial. Four

subjects described their ethnicity as Hispanic/Latinx, and one identified as Haitian.

Table 1 Sexuality of Participants in Individual Interviews

Frequency Percent Valid Percent Cumulative Percent

Valid Asexual 1 6.7 6.7 6.7

Bisexual 9 60.0 60.0 66.7

Gay 1 6.7 6.7 73.3

Lesbian 2 13.3 13.3 86.7

Pansexual 1 6.7 6.7 93.3

Queer 1 6.7 6.7 100.0

Total 15 100.0 100.0

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Participants were asked which socio-economic status most reflected the status of their

lives as a young adult. The socio-economic status most represented was the middle class with

53.3%, followed by derivations such as upper middle class (13.3%), and lower middle class

(6.7%). Four participants identified as having spent their youth as impoverished, with two of

these participants stating that they had been homeless at some point. Two participants reported

that they were from immigrant families. The majority grew up in a suburban location (40%),

followed by rural environments (26.7%), with only five participants identifying as growing up in

an urban location. In terms of religion, 40% reported as growing up in a non-denominational

Christian household; 13.3% of participants grew up in either a Baptist or Catholic home, and two

stated that they grew up in a Christian household that also celebrated Jewish holidays culturally.

One participant identified as Mormon and two reported that they were raised in a non-affiliated

household. Household compositions include adoptive families, single parent and divorced parent

households, and some responded that they grew up in multi-generational household which

included grandparents. The majority have siblings.

The collected demographic information was important to this research as it corresponds

to the demographic information collected about the intersectionality of diverse protagonists in a

previous content analysis in this paper series. Once the demographic information was compiled

for each participant, they were matched to a 2018 Rainbow Book List young adult fiction

nominee with a protagonist that best matched their individually reported demographic

information. Books were assigned on a 1:1 basis meaning that each participant read a single

novel and no book was read by more than one participant. This rationale was guided by Rudine

Simms Bishop’s (1990) concept of “Windows, Mirrors, and Sliding Glass Doors.”

4.5.2 Interviews

The second individual interview conducted with the 15 participants occurred over Google

Hangouts after each participant reported finishing their assigned 2018 Rainbow Book List young

adult fiction selection. Of the 15 students interviewed, two replied with the answers to the

interview questions via email due to end of semester examinations. Books read and reviewed

individually by participants were:

Mac, C. (2017). 10 Things I Can See from Here. New York: Alfred A. Kopf.

Murphy, J. (2017). Ramona Blue. New York: Balzer Bray.

Tally, R. (2017). Our Own Private Universe. Ontario: Harlequin Teen.

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Podos, R. (2017). Like Water. New York: Balzer Bray.

Fine, S. (2017). The Cursed Queen. New York: Margaret K. Elderberry Books.

Tally, R. (2106) As I Descended. Ontario: Harlequin Teen.

Wilde, J. (2017). Queens of Geek. New York: Swoon Reads.

Ormsbee, K. (2017). Tash Hearts Tolstoy. New York: Salaam Reads.

Colbert, B. (2017). Little & Lion. New York: Little, Brown, and Company.

Stevens, C. (2017) Dress Codes for Small Towns. New York: Harper Teen.

LaCour, N. (2017). We Are Okay. New York: Dutton Books.

Konigsberg, B. (2017). Honestly Ben. New York: Arthur A. Levine Books.

Hutchinson, S. (2017). At the Edge of the Universe. New York: Simon Pulse.

Albertalli, B. (2017). The Upside of Unrequited. New York: Balzer Bray.

Self, J. (2017). A Very, Very, Bad Thing. New York: Scholastic Press.

The participants were each asked a series of questions in the second interview that had

been reviewed and approved by Florida State University’s Institutional Review Board (IRB).

The interviews were semi-structured to allow participants to express ideas without undue

restriction to get the richest data possible and to ensure that they relayed all their pertinent

thoughts/opinions about their assigned novel. Each question was asked to each recipient even if

they were not applicable for continuity purposes. Questions asked were:

1. How closely did your selected novel relate to your own reality as a LGBTQAI+ young

adult?

a. In what ways did you see your own life reflected in this novel?

b. In what ways did you feel the novel was inaccurate?

c. How do you think this novel will affect the way a straight peer perceives you?



a. What information did you notice in your assigned book that could have helped

you as you discovered your sexuality?


a. What sexual health issues were addressed in the novel that would have been

helpful to you?

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b. What sexual health issues addressed in the novel might be helpful to you

moving forward?

Limitations in this study include issues with the subject population being somewhat older

than was YALSA determines as being “young adults”. While a good proportion of the subjects

were still 18 years old at the time of this study which falls into the definition of “young adult”

other participants were older and considered “emerging adults”. It would be valuable to replicate

this study with teens aged 12-18 so that the perspectives of the intended audience of these novels

are explored. Because the interviews within this study were conducted throughout the spring

semester of a 15-week university term, time was of the essence and it was not possible to have

the participants approve their transcripts. This lack of member-checking is regrettable however

the data gathered from the interviews was fresh and rich; the proofing of transcripts by the

participant may have tampered with or changed the responses. Although this research features a

diverse population of volunteers, the sampling was purposive and convenient, limited to 15

participants. As a result, not all the 2018 Rainbow Book List young adult fictions selections were

able to be reviewed by this sample.

4.5.3. Novels’ helpfulness when discovering sexuality

4.5.3.1 What is normal?

When asked how the assigned novel might be helpful to a young adult who is discovering

their sexuality, many participants appreciated themes verifying that it is okay to live outside of

heteronormative norms. One reader appreciated how The Red Queen’s Ansa illustrated the

identity of a protagonist who is female but floats between genders: “I think it leaves a lot of room

for somebody to understand that they don’t have to be the norm essentially, and you can be other

and still basically be right.” An asexual female reader valued Tash Hearts Tolstoy and felt it was

a great novel to address what asexuality is and is not; this was very important to the reader as she

was still in her self-realization phases and struggling with what it means to be

asexual/demisexual:

Like if I had read this in high school, I definitely would have been more on track

about what my sexuality actual is because I only knew I was like that last year.

So, like I was in college and had already passed high school, but if I had access to

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this book in high school and read it, I would have discovered much earlier what it

is and that it is okay, you know? It’s normal, right?

Additionally, readers found that the novels are helpful in realizing that many queer teens

feel confusion when discovering their sexual identity. For instance, one bisexual reader

connected with the character of Suzette in Little & Lion and the protagonist’s journey to

understanding her bisexuality:

I think it could help them realize that hey, it’s okay to be confused. Mmmm..it’s

not a very black and white thing. Like, oh, this is what you are. You know, you

have to discover that for yourself which is something that is talked about a lot in

the book.

4.5.3.2 Likes: Coming out stories vs stories normalizing sexuality

Participants, having identified as young adult literature readers as a condition of this

study, noticed and appreciate trends within the novels that diverted from the formula of the

“coming out story” and normalized queer sexuality/same sex relationships. The bisexual female

subject who read the novel We Are Okay noticed this trend within the novels, positing “It didn’t

really seem like there was much emphasis on the fact that she was falling for her best [girl]

friend, more like she was just falling for someone. Other novels play into that too much.

Variation should be normal. Yeah, it shouldn’t be like, “Oh my God! They made a book about

lesbians!” All this should be is a cute book about two best friends falling in love, right?”

A non-binary reader who read The Red Queen stated that young people are trying to find

LGBT role models in LGBT fiction but “sometimes, you just want to read a normal book that

just has a diverse protagonist because sometimes you don’t want to read another coming out

journey. Sometimes you just want to see the character already living their life. Who they are as a

whole person and you want to see how they coexist and manage those identities without it being

the focus of the novel.” The bisexual female reader of Ramona Blue felt similarly and expressed

desire for such a novel that expresses all of life’s issues which may include sexuality but is not

limited to it such as Ramona’s struggle with poverty after Hurricane Katrina, the pregnancy of

her sister, while also realizing her lesbian identity may not be so secure. “That is something I

appreciate about Ramona. The whole plot is not just “oh, maybe I’m having this relationship

with this person. It’s “hey, I am a teenager. I’m worried about the future, there is my sister

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having a baby in her tiny trailer. All of these things kind of make it more real because our lives

don’t completely revolve around our sexualities”.

At the Edge of the Universe’s male reader was also appreciative of sexuality not being the

only focus of this book which strongly featured the protagonist’s mental health issues.

The novel does great at normalizing sexuality and not putting it as a sole feature

of their personality., instead, like it should be, their sexuality is just one small part

of their overall being which might help peers see that we shouldn’t be treated as if

we are just our sexualities…The main character is always very shamelessly

himself and isn’t afraid to hide any part of it. While at the same time, he doesn’t

let his sexuality define who he is or what he is trying to do, it’s just a small part of

him. I think this is a good message.

4.5.3.3 Dislikes: Toxic relationships, race, drug use, stereotypes. inaccuracies

While readers enjoyed reading about relationships developing, they disliked relationships

that were unhealthy or “toxic”. The nonbinary reader of The Red Queen detested the unequal

relationship between protagonist Ansa and her love interest Thyra. They felt the character of

Ansa was manipulated by Thyra who would not reveal whether the love she felt for the

protagonist was friendly love or romantic love:” It was very, very frustrating to see Ansa

continuing to give up all of herself for Thyra and to get nothing in return.”

A bisexual male reader was upset about the relationship between Ben and Hannah in

Honestly Ben. In the novel, Ben is in denial over his feelings for his ex, Rafe, but pursues a

sexual relationship with Hannah to prove to himself that he is straight. The reader was able to

detail the exact moment he read the part of the book while riding in the car over spring break and

states “yeah, that really kind of hurt. It’s hard to kind of read that…yeah, I know he was

attracted to her and you know, he didn’t want to be gay. He didn’t want to be bisexual because

he didn’t know what it would mean for his life.” The reader lamented that the character of

Hannah had been slept with and dumped by a previous boyfriend and Ben was doing the same to

her.

Another example of a toxic relationship is between the protagonists of As I Descended.

The character of Delilah is not well liked by the protagonists of the novel and the character of

Maria drugs Delilah’s drink with the dire consequence of her falling from a window in the

boarding school. The reader pinpoints a line of dialogue where Delilah is called “not gay

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enough” and finds it problematic. When discussing her dislike of the treatment of Delilah at the

hands of Maria and girlfriend Lily, she states:

Yeah, I didn’t love the thing with her drugging the drink. I don’t really like how

they handled that and then she lied about it saying she was roofied, it was kind of

messy and they did not portray drugs that negatively with like Delilah’s oxy. I

mean I don’t think I would want to do drugs after reading this book. But, yeah,

really, I don’t think they fully explored the issue.

This participant, as well as others, also disliked when authors did “a rush job” with race.

Although they may have found the novels useful for young adult readers in learning about

sexuality and sexual health, they also noticed when authors left race in the periphery without

discussing its importance in the intersectionality of the protagonists. She observed that As I

Descended did little to delve into adopted Maria’s role of the only Hispanic girl at her boarding

school and did not qualify a statement by Maria that she had to try to pass as white at the school.

The reader professes “If you are going to bring it up, I think you should go into that. Whereas

not like mention it once and like a throwaway sentence and then move one. A lot of younger

kids deal with this.”

Stereotypes were a source on contention for some readers, and the subject who read A

Very, Very, Bad Thing enjoyed the novel overall but did not like the authors portrayal of

protagonist Marley as a “gay stereotype”. The readers expressed concern about far the author

was willing to go with portraying Marley as “a certain gay stereotype”. He said, “I feel like

Marley’s character portrayed a lot of them and I am not sure if that’s like a good thing?” The

reader also felt as if Marley was too cynical, and “got very exhausting”, a “comedy that puts

down other people”. He wishes the book was more positive. Additionally, the reader took

offense to Marley’s parents and their personification of the hippie lifestyle: “they just acted like

hippies the whole time.”

Another participant felt that the novel Our Own Private Universe perpetuated the

stereotype as of bisexuals as liars. “I didn’t like the fact that bisexual characters were like liars,

like big liars throughout the book like they were constantly hiding things from each other.”

Additionally, this book is set in Mexico where the protagonist, Aki, and her church go on a youth

mission trip and this reader did not appreciate the authors depiction of the Mexican people as

one-dimensional stereotype:

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Maybe it’s just me. I kind of didn’t like the way Mexico was portrayed within the

novel. They are on a mission trip and there is kind of this Third World aspect…I

get sick of the narrative of like Latin American countries always being poor and

not having much in terms of infrastructure or they are just so simple, when in

reality, there is a lot more to it. Oh, look at this very simple town and they’re not

at any point made to become complex or even much of a person either.

Readers also took offense when authors were not completely factual in their books and

promoted inaccurate information to make things clearer for their protagonists. An example of

this was highlighted by the participant who read 10 Things I Can See from Here; the passage

portrays Maeve talking to her father and step-mother about queerness and explains that being

queer means not liking boys. The reader felt that the authors used those words to clarify

Maeve’s sexuality “but that’s the literal definition of queer is that you are attracted to more than

one gender…that’s factually incorrect and that could also be damaging to be a young girl who’s

reading this book thinking she could be bisexual and seeing that line and thinking ‘Oh well, I am

attracted to boys.’” A bisexual female reader who was assigned Dress Codes for Small Towns

found Billie’s realization of her feelings for best friend Janie Lee to be too simple: “Like I know

she already had been thinking about her sexuality but it’s sort of idealistic to think that you’ll

have an A-HA moment the begins your journey of questioning your sexuality.”

4.5.4 Novels’ relevance to real life

A research question pertinent to whether the YA fiction novels on the 2018 Rainbow

Book List may serve as information resources for LGBTQAI+ young adults is if these novels are

realistic in their portrayal of queer protagonists. The majority of participants in this study felt that

the books did relate to their own realities if only in what it was like to grow up as a queer teen.

The reader of We Are Okay shared that “I think it’s crazy that you assigned this book to me

because a lot of stuff within it I related to personally. I’m currently in a relationship with the

first person I have ever been with and she is leaving for the summer. It was a little bit hard for

me to read because I feel how [Marin] feels”. She also related to the characters’ feelings of

starting off a relationship as a friendship and realizing that they have feelings for each other,

“fumbling through it.”

The bisexual male reader of Honestly Ben felt that the underlying theme of confusion in

the novel was real especially the “confusion of not being able to figure out what you want and

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you meet that one person but it’s like the lines are blurred, it’s not straight forward like, you

know, I’m like this.” Confusion was also remarked upon by the participant assigned Little &

Lion who stated that she did not realize she was bisexual until much later and she remembers the

confusion of it all: “But then it’s like, oh wait, I am interested in this person. Who’s a

girl…mmm…that was very eye-opening.” She feels that the book had great perspective with

“the overall confusion of everything”. The reader of Like Water related to this confusion and

pointed out a passage in the novel where Vanny does not know if her heart is beating loudly

because of fireworks or because she is close to Leah:” She has this feeling of excitement and it’s

like she doesn’t know if the excitement is because of what they are doing or who she is

with…it’s very realistic.” She stresses “Had this book been available to me like 8th grade or

freshman year of high school, it would have helped me understand myself quite a bit better!”

Fear of rejection is another theme common in many of these novel selections and that

fear was considered by many readers to be important to address. The reader of Dress Codes for

Small Towns related to Billie’s fear of rejection from her minister father: “Although they have

such a strong bond, adolescence and independence have sort of thrown a wrench in their

relationship and that’s what happened to me and my mom when I was her age. I also know how

she felt about not wanting her father to know about her want/need to explore her sexuality for

fear of him not accepting her.”

Ramona Blue did not relate closely to the life of its reader as Ramona identifies as lesbian

until she feel attraction for a boy and the reader had a different experience. While Ramona

pursues relationships steadily at a young age, the subject who read the book did not pursue

romantic relationships until college. Even though, the reader stated that "she is still relatable in

how she processes these things and how she goes through these things, and there is still so much

value in her story, even though it wasn't my own."

The reader who most saw themselves in a book was the reader of Tash Hearts Tolstoy,

who is 20 and is processing her own identity as an asexual person, much like the protagonist of

Tash. She says:

It was kind of freaky how much I could see myself in this book, especially as she

was going through and talking and coming out to her friends, trying to explain it

to people, and trying to understand it herself because it’s not a common thing for

people to experience. So, trying to find information like at one point in the book

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about how she was going through all the forms and that kind of stuff, I have

definitely been there before! It was just very spot on to what I feel like.

4.5.5 Sexuality information: Feelings of desire and passion

Many participants in this research study treasured novels that explored feelings of desire

and passion with passages full of rich description. Although the reader of The Red Queen

disliked the toxic relationship between protagonist Ansa and her crush Thyra, she appreciated the

authors vivid writing style quoting a love scene where Ansa is angry and wants to argue with

Thyra but she also wants Thyra to push her down and consume her, even to the point of violence.

The reader remarks “Obviously, while this passage like sounds violent, it’s obvious that she just

feeling, for lack of a better word, thirsty!” They found that passage to be powerful and shared it

with their friends because it depicted an emotion beyond simple attraction, “It’s not just

attractions, it’s everything.”

Additionally, subjects appreciated novels which demonstrated the passion and sex found

in a new relationship while showing the reality of what relationships are like after that initial

spark has passed. Like Water’s protagonist, Vanny, enjoys sex and being sexual but has also

used the physical act as a means of escape from the boys in her past. In her relationship with

girlfriend, Leah, she feels passion but also can spend time with her after sex is over. The reader

of this book states that “they could be together and talk to each other and she had those sexual

feelings for her…they genuinely had an emotional relationship, not just a physical one used as a

pastime to get her mind off something.”

4.5.5.1 Sexuality health information: Homophobia

The authors do not shy away from discussions of homophobia in the 2018 Rainbow Book

List Books and readers found much of the information about dealing with homophobia to be

pertinent to their real lives. The subject who read A Very, Very Bad Thing is a gay male who was

out in high school and felt that the scene where Marley and Christopher are bullied for going to a

school dance together was reminiscent of his own experiences:

I had a boyfriend in my senior year of high school and we actually went to a prom

together. Most of what I have faced was when he and I were standing outside of

one of our lockers one day and a girl made an ugly face to her friends after

laughing at us and pointing at us. Yeah, it felt real in the book, real enough.

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While the reader of Honestly Ben felt that homophobia depicted in the novel was a

necessary part of the plot as Ben worries about his father’s reaction to him being bisexual and in

a relationship with Rafe, he felt sad when reading the misogynist dialogue featuring Ben’s father:

“I am glad they addressed that, like it’s not okay to do that sort of thing. But it’s, you know,

definitely not like a happy subject, you know to read or something.”

4.5.5.2 Sexual health information and consent

When asked about how their assigned novel could educate LGBTQAI+ young adults

about consent, readers valued novels that described how consent should be discussed between

partner as well as books that delved into sexual assault. The participant reading 10 Things I Can

See from Here appreciated the first-time sex scene between protagonist Maeve and her girlfriend

Salix. Explaining how consent was addressed in the novel, she noted that the scene was small

but “the first sex between them was good because it showed that they were both nervous, but that

they both got consent from each other.”

The female, bisexual reader of We Are Okay was able to relate to scenes of consent,

especially those as simple as showing affection in public when one partner is not okay about

coming out. She noticed that the book does not have much verbal consent, rather relying on

sounds and body language as affirmation of continuance when intimacy occurs between

protagonist Marin and her best friend:

I am very verbal. And I noticed that, you know, sometimes things do happen

naturally, and you can kind of feel the vibe, you can feel it’s mutual. But my

girlfriend, she’s sometimes very shy in public. So especially with coming out

because she is a little different than I, so I do ask if it is okay to give her a kiss in

public or okay to hold her hand in public, so she knows she has the right to say

yes or no. It’s not forced. It is completely up to her and if it does happen

naturally, then that’s it.

Queens of Geek features two protagonists: Charlie who is bisexual and Taylor who as

been diagnosed with Asperger’s, a form of autism. Taylor’s diagnosis leads her to have high

levels of anxiety and an aversion to being touched. The subject who read this novel felt that the

novel delved into the sexual health issue of consent particularly well in the scenes in which

Taylor’s best friend turned boyfriend Jaime asks if it is okay to hold her hand.

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I think the way this novel portrayed this was good because they have a balance of,

you know, with the holding hands thing. He asks if it’s okay, but then, when they

kiss like a few days later, it was in the moment and natural. It’s kind of like they

showed a balance but also like that you should be cautious when you make

moves, specifically asking for consent. People can feel pressured to do things like

that.

Some participants felt that it is okay not to ask for consent once one is more secure in

their relationship and felt that novels which showcased consent in a new relationship and then

relied on body language and affirmative sounds such as moans still did a good job of showcasing

what consent looks like, contrary to current movements which applaud an enthusiastic “Yes!” In

the book Like Water, Vanny is having her first same-sex sexual experience with Leah which

highlights the more experienced Leah asking Vanny is she is okay with what they are doing. The

reader posits:

As they relationship progressed, they did not really have to ask, right, like they

can tell from the way their bodies react if it is okay to proceed or not. Just like

you learn over time with a relationship, when you read the setting, if it’s

appropriate to try to start something. It’s just like all of the external cues that

determine it is okay to pursue with what your intentions are, right?

4.5.6 Mental health information

A plethora of books deal with mental health issues, involving either the protagonist or

someone close to them in the novel, on the 2018 Rainbow Book List, and students were given

the option of a different book assignment if the book under consideration for assignment to them

may trigger unwanted reactions for them as the reader. Issues such as anxiety, depression,

anorexia, obsessive-compulsive disorder (OCD) and substance abuse are tackled by authors.

While these issues are not necessarily the result of the protagonists’ sexuality, the disorders may

affect how they deal with their sexuality and relationships. In the novels assigned to readers for

the third portion of this study, titles such as 10 Things I Can See from Here, As I Descended, We

Are Okay, Queens of Geek, and Like Water had the readers evaluate the treatment of some of

these disorders and how the young adult fiction selections on the 2018 Rainbow Book List may

provide information on mental health issues for LGBTQAI+ teen readers.

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For some readers who did not have personal experience with the mental illness/disorders

discussed in their assigned novel, the book prompted them to do more research on the disorder

through the internet or asking friends who have the disorder about their own experiences. For

example, 10 Things I Can See from Here focuses on lesbian protagonist Maeve who suffers from

severe anxiety which causes her to compose obituaries in her head as she obsesses over accidents

she reads about or people she sees in public. The reader who does not have anxiety felt the text

was “overwhelming for me to be constantly reading about that and at one point it just got

ridiculous. It was just a little bit comical.” These feelings about the book prompted the reader to

engage friends in discussion as to what coping with anxiety is like for them in their everyday

lives. After having these discussions with her friends dealing with an anxiety and through real

life enaction of reader response, the reader decided that she did not like the way the authors made

Maeve’s anxiety such as huge part of her personality and felt that the author probably “Googled

symptoms of anxiety” rather than writing from their own experiences with the disorder. She also

disagreed with Maeve being withheld from the medication needed to treat her illness from her

parents because she was a teenager, yet the author focused heavily on Maeve’s father’s

difficulties with alcohol, drug, and gambling addiction, positing that Maeve’s mental health is

less important than her father’s. The reader highlighted a passage in the text where Maeve

shares that she is just waiting until she is 18 so she can get the medication that she needs and she

felt that this could be useful for readers who do not feel that their parents understand them but

acknowledges that if 13-14 year old readers were reading the book, they may walk away with the

perception that drugs are a “one stop fix” for any mental health issues. The reader did feel that

the authors did a good job of separating the seriousness of anxiety as a mental disorder versus the

anxiety that all teenagers feel “at some point or another in their life” but worries that “the book

misses the mark and just make the reader uncomfortable.’ She felt that if writers are going to

undertake writing about a mental health issue, they must explore them more seriously and more

in depth to treat the subject responsibly for young readers.

The treatment of anxiety as an issue was also discussed by the reader of As I Descended

however, she expressed her pleasure at the discussion of mental health in the novel and felt that

it was one of the only YA books she has read that handled it “really, really well because it was

like centralized on one character and they were not exaggerated versions of it. So I think that was

really well handled”. She also stated that “in terms of mental health, I think it does shine the light

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because all of the characters are basically breaking but with Brandon’s anxiety, it draws a lot of

light if someone is in a related situation to Brandon where they get anxious and stressed.” The

book ends with the suicide of a major character and the reader was turned off by how quickly it

was handled and that if an author is going to use suicide as a plot device, it does not “read off

well.”

Queens of Geek reflected real life for its reader as her brother has autism as does one of

the book’s protagonists, Taylor. She was initially worried that Taylor’s version of autism was

different from her brothers but appreciated that it was defined as “Asperger’s” and that the

spectrum of autism was explained. She posits:

“At first, I thought that was like maybe a cop out because I feel like people who

have autism, it affects their lives more, like in the case of my brother. I felt that

her character might not be relatable as much because, at first, it just seems like

she has anxiety, but then they kind of went on about her fixations on stuff and her

panic attacks and the ways she came down from them.

In this case, the book was good depiction and provided information about autism and its

comorbid disorders such as anxiety.

We Are Okay also deals with anxiety and depression in its depiction of Marin’s

struggles after the death of her one last living relative, her grandfather. When Marin moves

away to school immediately after the death, her depression and anxiety keep her from forming

new relationships and leaves her in isolation. This particularly affected this books reader who

stated “I personally don’t like being alone and depression and anxiety are things that I know a

lot of people struggle with, but I struggle with this. Well, a personally have had a hard time. I

have a hard time reading stuff that go over that topic because I like to stay on the lighter side,

the happier side.” The reader went on to share that “it was really crazy that you assigned this

book to me” as she is dealing with her first relationship and she is going away for the summer.

The reader states “It was a little bit hard for me to read because I feel how she feels, I guess

being alone and fleeing.” She goes on to say that “I do think that it's definitely a good novel

because it brings you into the dark side and then pulls you back out.”.

The toll on a transgender person was explored in Like Water when protagonist Vanny’s

girlfriend Leah comes out to her as a transgender male. The book highlights Leah’s dangerous

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antics and substance abuse throughout the novel, then revealing that their behavior is the

manifestation of their internal struggle with sexual identity. The novels reader shares:

I think there were moments where Leah did act out and one can assume

that she is just a teenager. She’s going through phases of just being a

teenager and having to move across the country against her will, her

parents were getting divorced, her dad was getting remarried…but, it’s

like her brother and Vanny were personal enough to see what was

happening. So, like when Leah would get drunk and drive and when she

would have drugs on her all the time, something’s going on.

The reader felt that this novel explains to YA readers that “All you can really do is just be

supportive.” A young adult might notice that someone is struggling with something due to their

behavior and substance abuse and the best they can do is be supportive of the person until they

decide to discuss what is really going on such as issues they are struggling with.

4.5.7 Describing the how-to’s of same-sex intimacy

A Very, Very Bad Thing proved to be frustrating for its reader who was confused as to

why the author chose to skip a scene of same-sex intimacy:

What is the label for a book being YA or not? They skipped over a sex scene

which makes sense as it is a YA novel, but I wish the sex or safe-sex could be

described you know? I just don’t like how they glanced over it; I got really

confused because the sex scene in quotation marks starts on one page and then

right after it one the next page and nothing to show that there was a time skip so I

got super confused.

The reader of Ramona Blue feels the lack of information about the physical aspect of

lesbian sex in books and media but valued conversation about where things are supposed to go

and quip that those things are not shown in the movies. She states “Obviously, it’s still a ghost-

over and getting proper sex education is still rare, right?”.

Our Own Private Universe earned a critical review from its reader in terms of

stereotyping and portrayal of bisexual persons, but the reader did laud the book for its attention

to protection from STDs. She asserts:

I mean the big thing this book does is talk about safe sex, which I didn’t expect.

So, it was nice to talk about the importance of a dental dam, even where to get it.

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I was like, okay, kudos, because if anyone is reading this and they’re like oh, I

identify this way and I might want to get sexually active. Let me take the steps to

protect myself.

She also appreciated a passage in the novel about open communication between sexual

partners and the statement that if they are not mature enough to talk about sex then they are not

mature enough to have it. “It was pretty good with that scene of going to the college, asking for

the dental dams, and picking up the gloves.”

4.5.8 Are these books helpful for YA’s when discovering their sexuality?

For the reader of Queens of Geek, one of the most valuable pieces of information

contained in the book for readers discovering their sexual identity is Charlie’s use of the internet

to find information about bisexuality:

I mean from in my experience, I totally use the internet as a resource and Google

what it means to be bisexual and I took the quizzes and stuff. I think that

definitely using the internet as a resource is really realistic and also using it as an

example if a good too because maybe somebody would read that; I’m sure like

anyone who is questioning.

Another reader appreciated the way Dress Codes for Small Towns “emphasizes the need

for exploration and experimentation”. She continues, “Sexuality is not a one and done deal. The

novel paints a good picture that there are different types of attraction. To me, there is sexual,

romantic/emotional, and physical attraction. And a big part of sexuality is figuring out how

these attractions interact with each other.

Like Water was found to be a book that would be particularly helpful for those young

adults who are questioning their gender identity. As its reader points out, the book put a

spotlight on the character of Leigh who is not only Vanny’s love interest but a character who

comes out as transgender at the end of the novel, ‘I would definitely expose this book to middle

and high schoolers; they are already questioning themselves because that it is the age where

you’re really realizing who you are and what you like. This book can help someone who does

not have a safe space.”

Our Own Private Universe also provides a safe space in that “struggling it’s a common

part of being queer people.” Its reader, who identifies a queer, stated that she gravitated towards

a line in the book which explains being bisexual as 90/10 one day and 50/50 another day. “If

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you are a queer person, you’re like, yeah, you know, this person goes through it. We all go

through it”.

4.5.9 LGBTQAI+ YA novels and straight peers

The reader of Dress Codes for Small Towns feels that books such as these are helpful for

straight young adults to read as they offer perspective into the lives of queer teens. She states,

I think this novel would sort of help straight peers understand that sexuality isn’t a

choice, that it is something that wells under the surface and can’t be ignored. I

think it also shows that just because someone is attracted to one gender or the

other, doesn’t mean that they like you and you can still have a close friendship

with them.

Queens of Geek and the character of Charlie were also found to excellent examples of

what it is like to be bisexual and its reader thinks that the novel can help clear up some of the

misconceptions about bisexuality. Little & Lion’s reader also thought that their book would be a

good information resource for white peers “because a lot of people have the connotation with

bisexuality and that it’s you cannot decide who you like more.” She asserts that bisexuality may

be misunderstood by others as “being selfish” and “wanting to have it all” when in reality “it

would be easier not to have to struggle.” Another reader shares that Like Water would show

straight readers that queer people are not being queer for attention, “the way society is now,

people just assume when they see two girls together, it is an attention thing. So, this book kind of

sheds light a bit.”

4.5.10 Take-aways for older readers of YA novels

As the readers are at the upper-echelon of what can be considered as “young adult”, it

was important to ask them whether they still thought that YA novels gave them information to

take with them at this older age. We Are Okay provided its reader with the take away that “even

though you might be going through a lot of serious stuff, there are people out there who truly

care about you and you could go months and they’ll still come to you and make sure you are

okay.” The reader of Honestly Ben felt that readers of all ages could take something from the

novel and that even if a book is set in a high school, the plot can be applied anywhere and would

work just fine. Queens of Geek was described as being worth reading for anyone who may not

feel accepted by their group and feel the need to go out an seek community, even if it is online.

Little & Lion was the right book at the right time for its 20-year-old reader because “in high

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school, it may have been overwhelming with the different situations that were going on,

especially mental health. Later on, I have a bit more understanding of the themes the book was

trying to present.”

4.6 Discussion

“Qualitative research provides the understanding that the researcher has no control over

the aspect of the world he or she is testing but only the research participants can give the

comprehensive analogy of their settings.” (Mumford, 2015, p.154). Having participated on

American Library Association (ALA) GBLT book awards and list for the past couple of years,

this researcher understands the committees’ quest for diverse LGBTQAI+ resources for young

adult readers. The committees include information professionals such as librarians who either

identify as LGBTQAI+ or who identify as allies. Although many hours of reading and analysis

are competed as they sift through new publications send for review by publishers, it is not always

an easy task to select books that are perfect in every detail. Also, young adult input is not

gathered in determining which books are selected as quality book for recommendations to

librarians and teachers; that is where this study comes in.

The voices of the 15 LGBTQAI+ participants in this research are seasoned with the

understanding of what it is like to come out and live life as a queer young adult in today’s

society. As a result, books which are selected for promotion by book award/list committees may

not always meet the needs of young readers. This paper strives to form a conclusion of what

young adults are looking for within these volumes and whether the books may serve as

information resources in their afference.

The first research question addressed in this paper is whether the young adult fiction

selections on the book list relate to the real life of an LGBTQAI+ young adult. While many

readers may not have identified personally with the protagonist of the book as each reader has

had their own individual life experiences that they brought to their transaction with the novel,

they identified with aspects of feeling confused about their sexuality and how to approach same-

sex relationships. Many appreciated the books for providing a window into the experiences a

queer youth, as queer fiction has a particular role providing an acknowledgment and, an

affirmation of existence. (Booth & Narayn, 2018; Mission, 1995). Additionally, they identified

with characters who searched for sexuality/sexual health on the internet or in magazines to figure

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out where they fall on the LGBTQAI+ spectrum, demonstrating the importance of LGBTQAI+

media.

Addressing what they liked and disliked about the novel was an opportunity to share the

elements of what constitutes an enjoyable/unenjoyable novel for teen readers and these readers

were quick to pick up on stereotypes, drug use, and racism. Stereotypes such as characters

acting too pessimistic and flamboyant, condensing “hippie” parents to caricatures, and

perpetuating stereotypes that bisexual persons are liars were particularly worrisome. Also,

readers picked up on racism and felt authors needed to do a better job of explaining why a

Hispanic character felt they had to pass as white or ensuring that novels set in different countries

provide more than a one-dimensional view of foreign people instead of using them as props or

using their poverty as a vehicle to advance the novel. Drug use was also problematic, and

readers did not like books that depicted drug use as an everyday habit without ramifications.

In terms of how LGBTQAI+ young adults could use the 2018 Rainbow Book List young

adult fiction selections to fulfill information needs about sexuality through retaining knowledge

from the book as a “form of residue” from their transaction with the novel (Rosenblatt, 1938),

participants voiced their opinion that these texts could be helpful when teens are feeling confused

about their burgeoning sexual identity by helping them realize that the are not the only ones

dealing with these issues. Readers felt that these books help readers to understand that life will

get better and they will meet others within the queer community that will provide them with

support. The books also provided windows into situations that differed from the readers’ own to

portray different levels of acceptance to one’s coming out to parents and peers. For example, not

every teen coming out is accepted but not every teen is ostracized. Some subjects felt that they

could identify strongly with the protagonist and saw their assigned novel as a mirror while others

felt that had nothing at all in common with the characters but that the overall message of what it

is like to explore one’s sexual identity was very relatable. It was also mentioned that

LGBTQAI+ teens are trying to find themselves portrayed in the media but do not always find

characters that are like them. Readers felt that these novels could provide sexuality health

information in terms of seeing a character struggle to understand who they are attracted to and

the social customs of dating in the queer community.

Participants felt that sexual health information could be found within the book,

particularly with themes of consent and safe sex. Many participants acknowledge passages

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where discussions of consent took place but specify that there are many ways of gaining consent

for intimate activity, from affirmative “yes” and “no” utterances to sounds such as moans and

sighs. A problematic finding was that many of the young adult participants, having read scenes

were the consent conversation was replaced by moans and body language, felt that it was okay to

read the body language of a partner in lieu of using words. For example, a couple participants

felt that body language was enough and trusted themselves to read such cues as a result of

knowing their partner well. In today’s Title IX society, where the consent conversation is

emphasized, this shows that authors needs to do a better job of showing readers what

conversations about intimacy and consent sound like. Additionally, even if a reader did not love

a book in its entirety, they were able to pick out sexual health information pertinent to teens. An

example of this is the reader of a novel with a bisexual character appreciated the protagonists

research about safe sex, their quest to find protection in a campus health clinic, and the rich

descriptions of what it was actually like to use those protection measures during intimacy. A

barrier to the providence of serendipitous sexual health information of LGBTQAI+ young adult

fiction readers was that authors are not taking sex scenes far enough in these novels and that

scenes tend to show a “before and after” picture of intimacy without getting into the details of

what occurs during same-sex intimacy. One reader questioned whether LGBTQAI+ books can

go that in depth with the details of same-sex intimacy.

4.7 Conclusion

In this study, individual interviews with 15 young adult between the ages of 18-20

LGTQAI+ young adults added insight into whether the positive and negative aspects of the

young adult literature discovered through content analysis affected them in their enjoyment of or

willingness to read the LGBTQAI+ young adult fiction novel assigned to them with a

protagonist similar to themselves in terms of intersectional characteristics, whether the issues in

the book were authentic and pertinent to their everyday life, and if the book provided them with

information LGBTQAI+ need about sexuality or sexual health. These novels were also found to

beneficial for straight readers in understanding how binaries can be misleading and limited

(Coletta, 2018). This research is unique in that it is one of the first to match readers with

protagonists similar in demographic characteristics and asking for input not only in the

information provided but gathering a first-person perspective of what readers appreciate about

the books and what they deem challenging.

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Results gathered from interview transcripts and later analyzed to provide data answering

the research questions shows that these LGBTQAI+ young adults felt that these books can

provide a “safe place” for young people trying to understand their sexual identity, revealing that

they are not alone in their confusion over sexuality, social customs when it comes to same-sex or

bisexual dating and relationships, and wondering how persons of the same sex determine what

constitutes sex. Readers appreciated conversations about consent but did not find sex scenes in

which body language alone determines whether a partner has permission to move deeper into

intimacy which may be problematic in a culture where sexual assault statistics are climbing,

especially among sexual minority persons. Discussions of safe sex and how one can protect

themselves from STDs were also considered important and readers appreciated these passages

within the novels, especially when safe sex was a topic between two female partners which is

less frequently discussed in books and other media. It was found that authors could do a better

job of explaining what same sex intimacy is and how it works between partners of the same sex;

readers lamented that these scenes too often fade to black, only providing information on

“before” and “after”.

This study demonstrated that young adult readers are aware of racism, drug use, and

stereotypes within the novel selections and they did not appreciate them. Not only were they

concerned with the portrayal of the protagonist, especially those who are bisexual, they were

concerned about how others were treated around them, regardless of sexuality.

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CHAPTER 5

CONCLUSION

Upon commencing this study, it was assumed that content analysis, both quantitative and

qualitative, would divulge sexuality and sexual health issues examined in LGBTQAI+-marketed

young adult literature. Additionally, it was proposed that individual interviews of LGTQAI+

young adults would offer added insight into whether the positive and negative aspects of the

young adult literature discovered through content analysis affects them in their enjoyment of or

willingness to read the book, whether the issues in the book are authentic and pertinent to their

everyday life, and if the books fulfill an information need they have about sexuality or sexual

health. As expected, the mixed method approach to this research complemented each other as

the content analysis explored what is contained in the texts while the semi-structure individual

interviews with LGBTQAI+ teens determined the significance of those results.

Results of the quantitative content analysis showed inequalities between the protagonists,

sexualities, genders, and socio-economic status, prompting more study into whether the average

protagonist featured in YA LGBTQAI+ reflect real-life society. For example, the average

protagonist in the novels within this sample was white, male, gay, and from a middle-income

nuclear family. While this may be an acceptable formula for novels which become best-sellers

and acquire film adaptations, such as in Albertalli’s Simon vs. the Homo Sapiens Agenda (2015),

such protagonists do not allow many marginalized youths to see themselves in the storyline. An

interesting dilemma occurred within the course of this research: one study participant who self-

identified as Black, impoverished, lesbian, and the daughter of Haitian immigrants who lived in a

homeless status during her childhood; when trying to find a book for her analysis, it was

discovered that the one novel which featured a black, queer, and female protagonist had already

been assigned to another reader. This instance illuminated the fact that not all identities are

equally represented in LGBTQAI+ marketed young adult literature, especially within the

research data set. When the average protagonists in these novels are white, middle class teens

from married households, how can such books provide a variety of mirrors for all readers?

Themes of intimacy, consent, and safe sex were found within the novels of the 2018

Rainbow Book List young adult fiction selections; pertinent passages and quotes were isolated

and expressed in the thematic content analysis portion of this dissertation. When participants

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were interviewed about their reactions to the themes found within the data set, readers were

satisfied with the less-than-stellar representations of consent in the novels. This satisfaction is

unsatisfactory to the researcher as instance of sexual assault continue to rise, particularly within

the LGBTQAI+ community. Conversely, readers were dissatisfied with the lack of clear

information about how sex actually occurs between LGBTQAI+ partners and were disappointed

in novels that fade to black when intimacy occurs.

As previously mentioned, the National Education Association (NEA) is pressing schools

to include LGBTQAI+ centric literature as it promotes the acceptance of diversity in sexual

orientation and the elimination of sexual stereotyping in schools (Salacha, 2003). This diversity

must include “all types of sexual orientation and gender expressions and their intersection with

age, religion, ethnicity, national origin, ancestry, disability, and socio-economic background”

(Logan, et al., p. 32). “Students who are struggling to find a place to belong so often take solace

in books; it is vital that all students have access to stories that validate their feelings and

experiences” (Gary, 2015, p. 1); when schools incorporate such curricula, students feel safer in

their school environment, miss school less, feel more connection to their schools, and experience

greater acceptance from their peers (Page, 2016). The young adults interviewed in the third

article in this dissertation agreed whole-heartedly that novels such as those named to the 2018

Rainbow Book List would have helped them as they realized their sexuality and wished that

those books had been accessible to them in the school library. Furthermore, they felt that the

novels provided an opportunity to explore windows, mirrors, and sliding glass doors as queer

teens would be able to recognize elements of themselves within the books while giving straight

peers more perspective of what it means to be LGBTQAI+.

“Theoretically, libraries are places of enlightenment regardless of perspective; however,

marginalized groups still go underserved—including lesbian, gay, bisexual, transgender, and

questioning (LGBTQ) youth” (Stringer-Stanback, 2011, p. 9) however books and libraries are

considered the 12th and 13th most used information resources for young adults compared to

television and school at 1st and 2nd respectively (Agosto & Hughes-Hassell, 2005). Barriers are

keeping young adults out of libraries, both public and school. Agosto et. al. (2016) cite barriers

such as fines, due dates, noise restrictions, and time constraints for computer use and library use,

and they note that many young adults do not realize the wealth of non-book resources provided

by libraries (Stringer-Stanback, 2011). Information professionals such as librarians can aid their

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LGBTQAI+ young adult patrons while keeping up with recommended books such as those

nominated to the Rainbow Book List and the Stonewall Book Awards so that they understand the

information within the books as helpful resources for young adults who are struggling with their

sexuality and feeling confused. They can also assist these patrons by guiding them to quality

information resources online that they can access with a greater level of anonymity.

Garry (2016) claims that LGBTQAI+ young adults find libraries to be a safe-haven and

that strong gay literature collections can discourage teasing and bullying in schools. Libraries

can provide teens with opportunities for social interaction, leisure opportunities such as video

gaming and web surfing, as well as a place to complete their school work and access additional

technology. Additional research needs to be done to attract LGBTQAI+ young adults to library

programing and the information resources/assistance that the library and librarians can provide.

Librarians as practitioners must stay on top of current research to better understand how to fulfill

the information needs of their LGBTQAI+ patrons.

In terms of sexuality and sexual health information for LGBTQAI+ young adults, more

research needs to be done to determine how to get LGBTQAI+ inclusive literature integrated into

school curricula and prominently displayed in school libraries. Young adult literature featuring

LGBTQAI+ storylines can be “used to fill the gap in sex education classes regarding queer

sexuality and how it is viewed by both queer and non-queer teens. The use of explicit sexuality

can promote discussion and combat homophobia by encouraging the reader to explore sexuality

in all forms (Hutchinson, 2016, p. 317). Further research into how best incorporate these books

into lesson plans will allow teachers to be less fearful in engaging in topics pertaining to sexual

minority students (Page, 2016).

Any research done on this topic would require researchers familiar with current policies

regarding the integrations of such content into public school, considering ways that current

policies may prohibit or allow such updates. Currently, “of the 20 counties in the state of

Florida, only five (25%) have ordinances that protect LGBTQ communities” and, according to

HRC.org, “in Florida, Georgia, North Carolina, South Carolina and Virginia, it is not illegal to

discriminate against someone based on their sexual orientation, and, with the exception of certain

counties in Florida, gender identity” (Stringer-Stanback, 2011, p. 12).



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the information that the need from reliable resources without fear of reprisal. Additionally,


ensure that relevant materials and services are available to all patrons (Stringer-Stanback,

2011).

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APPENDIX A

IRB HUMAN SUBJECTS APPROVAL Florida State University Office of the Vice President For Research Institutional Review Board Human Subjects Office [email protected]/850-644-8673

APPROVAL MEMORANDUM

Date: 11/28/2018

To: Kristie Escobar

Department: INFORMATION STUDIES From: Florida State University Institutional Review Board (IRB)

Re: Use of Human Subjects in Research

“A Library is a Place Where You Can Lose Your Innocence Without Losing Your Virginity”: Young Adult Literature, LGBTQAI+ Teens, and Sexual Health Information

The application that you submitted to this office regarding the use of human subjects in the proposal referenced above has been reviewed by the Florida State University Institutional Review Board. Your project is determined to be Expedited per 45 CFR Â§ 46.110(7) and has been approved by an expedited review process.

The Human Subjects Committee has not evaluated your proposal for scientific merit, except to weigh the risk to the human participants and the aspects of the proposal related to potential risk and benefit. This approval does not replace any departmental or other approvals that may be required.

If you submitted a proposed consent form with your application, the approved stamped consent form is attached to this approval notice. Only the stamped version of the consent form may be used in recruiting research subjects.

If the project has not been completed by 11/26/2019 you must request a renewal of approval for continuation of the project. As a courtesy, a renewal notice will be sent to you prior to your expiration date; however, it is your responsibility as the Principal Investigator to timely request renewal of your approval from the Committee.

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You are advised that any change in protocol for this project must be reviewed and approved by the IRB prior to implementation of the proposed change in the protocol. A protocol change/amendment form is required to be submitted for approval by the IRB. In addition, federal regulations require that the Principal Investigator promptly report, in writing any unanticipated problems or adverse events involving risks to research subjects or others.

By copy of this memorandum, the Chair of your department and/or your major professor is reminded that he/she is responsible for being informed concerning research projects involving human subjects in the department, and should review protocols as often as needed to ensure that the project is being conducted in compliance with our institution and with DHHS regulations.

This institution has an Assurance on file with the Office for Human Research Protections. The Assurance Number is FWA00000168/IRB number IRB00000446.

Cc: Michelle Kazmer, Advisor HSC No. 2018.25931

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CONSENT TO PARTICIPATE IN A RESEARCH STUDY

Study Title: “A Library is a Place Where You Can Lose Your Innocence Without Losing Your Virginity.”: Young Adult Literature, LGBTQAI+ Teens, and

Sexual Health Information

Principal Investigator: Kristie L. Escobar

Introduction

We invite you to take part in a research study at Florida State University.

First, we want you to know that:

Taking part in research is entirely voluntary.

You may choose not to take part, or you may withdraw from the study at any time. In either case, you will not lose any benefits to which you are otherwise entitled.

You may receive no benefit from taking part. The research may give us knowledge that may help people in the future.

Second, some people have personal, religious or ethical beliefs that may limit the kinds of research procedures they would want to receive. If you have such beliefs, please discuss them with the research team before you agree to the study.

Now we will describe this research study. Before you decide to take part, please take as much time as you need to ask any questions and discuss this study with anyone on the FSU research team, or with family, friends or your personal physician or other professional. Why is this study being done? FSU Human Subjects Committee approved on 11/27/2018, void after 11/26/2019. HSC #2018.25931

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Study Title: “A Library is a Place Where You Can Lose Your Innocence Without Losing Your Virginity.”: Young Adult Literature, LGBTQAI+ Teens, and

Sexual Health Information


This study is being conducted by Kristie Escobar, FSU School of Information. It is funded by Kristie Escobar.

The purpose of the study is to better understand how young adults identifying as LGBTQAI+ may learn about their sexuality and sexual health from young adult novels with LBGQTAI+ characters.

Why are you being asked to take part in this study? You are being asked to participate in this study because you have self-identified as being LGBTQAI+ and between the ages of 18-20.

How many people are expected to take part in this study? The estimated participation in this study is between 6-10 participants.

Study Procedures

If you agree and are eligible to participate in this study, we would ask you to do the following: You will be asked to choose a young adult novel with a character of the same sexuality so that I can better understand how accurate you feel the information contained is and how it mirrors or does not mirror events in your own life. You will also be asked to participate in two one-on-one interview sessions.

Risks of Study Participation

The study has the following risks: Risks associated with this research study include possible anxiety, stress about finding the time to finish your chosen novel, and fear about discussing your sexuality in a focus group environment.

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Study Title: “A Library is a Place Where You Can Lose Your Innocence Without Losing Your Virginity.”: Young Adult Literature, LGBTQAI+ Teens, and Sexual

Health Information


Benefits of Study Participation

The benefits to study participation are: While there may be no direct benefit to you in participating in this study, the possible benefit of your participation is a greater understanding of how to librarians can serve patrons identifying as LGBTQAI+. Therefore, this work could possibly improve the education of librarians as well.

Study Costs/Compensation Participants in this study will be compensated for their time and effort with a $25-dollar gift card presented to each participant in each of the two interview sessions. Your time commitment will be approximately 1 hour for the session, 1 hour for the second interview, and the length of time it takes you to complete your selected young adult novel.

Conflict of Interest

Florida State University reviews staff researchers for conflicts of interest.

Members of the research team working on this study may have up to $15,000 of stock in the companies that make products used in this study. This is allowed under federal rules and is not a conflict of interest.

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Health Information


Confidentiality

The records of this study will be kept private and confidential, to the extent allowed by law. In any publications or presentations, we will not include any information that will make it possible to identify you as a subject. and by departments at the University with appropriate regulatory oversight. If any study data will be transmitted via the Internet, the documents will be password protected in a confidential drive and stored on a password protected computer.

Voluntary Nature of the Study

Participation in this study is voluntary. Your decision whether or not to participate in this study will not affect your current or future relations with the University. If you decide to participate, you are free to withdraw at any time without affecting those relationships.

Contacts and Questions

The researcher conducting this study is Kristie Escobar. You may ask any questions you have now, or if you have questions later, you are encouraged to contact them at [redacted] or Dr. Michelle Kazmer at [redacted].

If you have any questions or concerns regarding the study and would like to talk to someone other than the researcher(s), you are encouraged to contact the FSU IRB at telephone number 850-644-7900. You may also contact this office by email at [email protected], or by writing or in person at 2010 Levy Street, Research Building B, Suite 276, FSU Human Subjects Committee, Tallahassee, FL 32306-2742.

mailto:[email protected]

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You will be given a copy of this form for your records.

Statement of Consent

I have read the above information I have asked questions and have received answers. I consent to participate in this study.

Signature of Subject Date

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APPENDIX B

QUANTITATIVE ANALYSIS CODING SHEET

Title

Protagonist Information as Depicted in this 2018 Rainbow Book List Selection

Protagonist Characteristics Relevant

Content/Comments

Page(s)

1. Gender of Protagonist

a. Cis-Gender Male

b. Cis-Gender Female

c. Trans-Male

d. Trans-Female

e. Intersex

f. Gender-Fluid

2. Sexual Identity of Protagonist

a. Gay

b. Lesbian

c. Bisexual

d. Demisexual

e. Asexual

f. Other

3. Race of Protagonist

a. White

b. Black or African American

c. American Indian or Alaskan

Native

d. Asian

e. Native Hawaiian or other

Pacific Islander

f. Interracial

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g. Unknown

h. Other

4. Socio-Economic Status of

Protagonist

a. Homeless

b. Impoverished

c. Middle Class

d. Affluent

e. Other

5. Geographical Location of Book

Setting

a. Urban

b. Rural

c. Unknown

6. Religion of Protagonist

a. Christian

b. Jewish

c. Muslim

d. Buddhist

e. Hindu

f. Other Religion

g. Unaffiliated (Athiest, Agnostic)

h. Unknown

7. Family/Household Composition

a. Single Parent Household

b. Married/Cohabitating

c. Foster Parent

d. Adoptive Parent

e. Only Child

f. Siblings

g. Raised by Grandparent

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h. Multi-Generational Household

i. Raised by Uncle, Aunt, Sibling

j. Unknown

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APPENDIX C

QUALITATIVE CONTENT ANALYSIS CODE SHEET Book Title:

Research Questions Summative Analysis Latent Analysis

RQ1: How do the authors address

elements of same-sex intimacy, ie how

do two men or women have sex or what

constitutes “sex” in same-sex

relationships?

1. Is same sex intimacy

in terms of physicality

discussed in the novel?

a. yes b. no

2. What terms are used to

describe this intimacy?

1. In what ways does

the author address the

physicality of same sex

intimacy?

2. What are some

examples of this from

within the novel?

RQ2: Does the novel address the issue of

consent between sexual partners? If so,

how?

1. Does this novel

address consent between

same-sex partners in

relation to intimacy?

2. Is verbal consent or

physical consent sought

by one or both partners?

1. How does the author

address consent within

this text?

2. What are some


within the novel?

RQ3: Is safe sex discussed in the

novel? If so, how is protection

addressed?

1. Is safe-sex address

within this novel?

1. How does the author

address safe sex within

this novel?

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2. What terms are used to

illustrate safe-sex

techniques?

2. What are some


within the novel?

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APPENDIX D

INDIVIDUAL INTERVIEW QUESTIONS

All questions will be asked to all participants, regardless of their novel selection

1. How closely did your selected novel relate to your own reality as a LGBTQAI+ young adult?

a. In what ways did you see your own life reflected in this novel?

b. In what ways did you feel the novel was inaccurate?

c. How do you think this novel might change the way a straight peer might view you?



a. What information did you notice in the books that could have helped you as you discovered your sexuality?


a. What sexual health issues were addressed in the novel that would have been helpful to you?

b. What sexual health issues addressed in the novel might be helpful to you moving

forward?

c. How might this novel be used in school curriculums to aid in the sexual health education of LGBTQAI+ teens?

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BIOGRAPHICAL SKETCH

KRISTIE L. ESCOBAR

Last Revised: July 11, 2019

Professional Preparation

THE FLORIDA STATE UNIVERSITY, TALLAHASSEE, FL Doctoral Candidate, The Florida State University iSchool

Fall 2019 Areas of Concentration: Information Organization, Information Needs of Young Adults, Older Adults and Information Technology, Intellectual Access, Research Methods and Analysis, Information/Sociological Theory, Information Organization, Information Needs of LGBTQAI+ Young Adults, College Students with Autism and the Academic Library

Master of Library and Information Studies May 2017

Areas of Concentration: Information Needs of Various Ages and Demographics, Management of Information Organizations, Reference Services, Dissemination of Information Public Policy

Certification in Youth Services Librarianship May 2017

Areas of Concentration: Information Needs of Young Adults, Graphic Novels, Information Needs of Children, International/Multicultural Children’s and Young Adult Literature

TIFFIN UNIVERSITY, TIFFIN, OH Master of Humanities with a Concentration in English December 2014 Areas of Concentration: British Literature, Literature of Modernity, Humanities, Pedagogical Theory, and Theory of Aesthetics

THE UNIVERSITY OF FLORIDA, GAINESVILLE, FL B.A. in Linguistics, Minor in English 1996 Areas of Concentration: Linguistics, Speech Pathology, Grammar, English

127

Professional Experience THE FLORIDA STATE UNIVERSITY

Graduate Research Assistant Information Literacy in Community Colleges

2018 FSU iSchool Recruiting and Advising 2018 Project A+ 2017

Graduate Lead Instructor LIS 3267 Information Science

2019

Graduate Teaching Assistant LIS 5528, Storytelling for Information Professionals

2019 IFS 5703, Information Organization 2019 IFS 2014, Information Literacy and Society 2018 LIS 5565, Information Needs of Children 2018 LIS 5564, Information Needs of Young Adults 2017 LIS 3041, Technical Communication 2016

Academic Program Specialist, Department of English 2015-2016

Academic Advisor, Advising First, Department of Undergraduate Studies 2014-2015

TIFFIN UNIVERSITY Academic Tutor for English Composition, Online Tutoring Program for ESOL 2014

Current Membership in Professional Organizations American Library Association American Library Association- Florida State University Student Chapter Young Adult Library Services Association Gay, Lesbian, Bisexual, Transsexual Round Table, American Library Association National Association of Collegiate Academic Advisors Children’s’ Literature Association Student Affairs Professionals in Higher Education (NASPA) Golden Key National Honor Society Graduate Assistant United- Florida State University Association for Library and Information Science Education

128

Presentations and Publications Kyungwon Koh, Abigail Phillips, Maria Cahill, Kristie Escobar, Lesley Farmer, Kasey Garrison, Karen Gavigan, Mary Howard, Soohyung Joo and Rachel Magee (2019) “Youth Services in the Global Learning Community”, Accepted for Presentation at the American Library and Information Science Educators (ALISE) Annual Conference 2019, Knoxville, Tennessee

Escobar, K. (2019) “A Library is a Place Where You Can Lose Your Innocence Without Losing Your Virginity.”: Young Adult Literature, LGBTQAI+ Teens, and Sexual Health Information Children’s Literature Association 2019 Annual Conference, Indianapolis, Indiana.

Everhart, N., & Escobar, K. L. (2018). Conceptualizing the information seeking of college students on the autism spectrum through participant viewpoint ethnography. Library & Information Science Research, 40(3-4), 269-276.

Escobar, K. & Everhart, E. (2017) User Experiences in the Academic Library for Students on the Autism Spectrum: An Ethnographic Research Study Using a GoPro Camera. Poster accepted at the Association for Library and Information Educators 2018 (National), 4th Place Florida State University College of Communication and Information, Doctoral Research Award, Fall 2017

Escobar, K. & Escobar, E. (Feb. 4-6 2016) Cathartic Metamorphosis: Veteran faculty as mentors for student veterans within majors and departments. Poster presented at the NASPA Symposium for Military Connected Students, Orlando, Florida (National).

Awards ALISE / University of Washington Information School Youth Services Graduate Student Travel American Library Association Young Adult Library Services Association Doctoral Dissertation Fellowship 2019 Florida State University iSchool Doctoral Researcher of the Year 2019 Florida State University Outstanding Teaching Assistant Award Nominee 2019 Florida State University College of Communication and Information Lewis Marxen Scholarship Recipient 2018 Florida State University College of Communication and Information Doctoral Research Event: 4th place 2017 Florida State University College of Communication and Information Lewis Marxen Scholarship Recipient 2017

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Service Within the Profession Committee Membership

• 2019-2020 American Library Association Rainbow Book List Committee Member • 2018 The Florida State iSchool Student Experience Committee, PhD Program

Representative • 2018-2019 American Library Association Stonewall Book Awards- Adult

Subcommittee • 2017-2018 American Library Association Rainbow List Committee Member • 2016 The Florida State iSchool Education Committee, PhD Program Representative

• 2016 American Library Association, FSU Chapter Secretary

• Since 2015 Florida State University Veteran’s Liaison

• Since 2016 Graduate Assistants United, Diversity Committee Member

Service Within the Community • Since 2019 Wiesbaden Garrison PRIDE Commemoration Committee Member

• Since 2019 Wiesbaden Community Housing Working Group Member

• Since 2015 Leroy Collins Public Library Volunteer

• Since 2014 Information Resource Center Volunteer, Chiles High School

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