TY - JOUR
T1 - Stuttering, Intersectionality, and Identity
T2 - A Qualitative Analysis of the Experiences of Lesbian, Gay, and Bisexual Individuals Who Stutter
AU - Daniels, Derek E.
AU - Boyle, Michael P.
AU - Archer, Brent E.
N1 - Publisher Copyright:
© 2022 American Speech-Language-Hearing Association.
PY - 2023/1
Y1 - 2023/1
N2 - Purpose: Speech-language pathologists are influential in shaping identity development for individuals who stutter, particularly as it relates to communication. This study investigated the experiences of lesbian, gay, and bisexual individuals who stutter to learn more about how multiple marginalized identities affect their psychosocial experiences. Method: Semi-structured interviews were conducted with seven individuals who stutter with lesbian, gay, and bisexual identities. Participants ranged in age from 22 to 60 years. Data were analyzed for themes and categories by using interpretive phenomenological analysis. Results: Four primary themes were identified: (a) the importance of visibility and shared social identity connections for affirmation; (b) effects of oppressive social expectations on identity; (c) intersectionality of stuttering, gay, lesbian, and bisexual identities; and (d) effects of not being affirmed for identity. Discussion: Results are discussed in the context of identity affirmation and intersectionality. Through an understanding of identity formation and psychosocial experiences of lesbian, gay, and bisexual individuals who stutter, speech-language pathologists can use identity-affirmative practices to support individuals who stutter and mitigate stigmatizing experiences. Implications focus on suggestions for the provision of identity-affirming speech-language pathology practices for students who stutter.
AB - Purpose: Speech-language pathologists are influential in shaping identity development for individuals who stutter, particularly as it relates to communication. This study investigated the experiences of lesbian, gay, and bisexual individuals who stutter to learn more about how multiple marginalized identities affect their psychosocial experiences. Method: Semi-structured interviews were conducted with seven individuals who stutter with lesbian, gay, and bisexual identities. Participants ranged in age from 22 to 60 years. Data were analyzed for themes and categories by using interpretive phenomenological analysis. Results: Four primary themes were identified: (a) the importance of visibility and shared social identity connections for affirmation; (b) effects of oppressive social expectations on identity; (c) intersectionality of stuttering, gay, lesbian, and bisexual identities; and (d) effects of not being affirmed for identity. Discussion: Results are discussed in the context of identity affirmation and intersectionality. Through an understanding of identity formation and psychosocial experiences of lesbian, gay, and bisexual individuals who stutter, speech-language pathologists can use identity-affirmative practices to support individuals who stutter and mitigate stigmatizing experiences. Implications focus on suggestions for the provision of identity-affirming speech-language pathology practices for students who stutter.
UR - http://www.scopus.com/inward/record.url?scp=85146484285&partnerID=8YFLogxK
U2 - 10.1044/2022_LSHSS-22-00036
DO - 10.1044/2022_LSHSS-22-00036
M3 - Article
C2 - 36417770
AN - SCOPUS:85146484285
SN - 0161-1461
VL - 54
SP - 82
EP - 95
JO - Language, speech, and hearing services in schools
JF - Language, speech, and hearing services in schools
IS - 1
ER -