Conceptualizing Sexual Identity Development: Implications for GLB Chinese International Students

Abstract

The number of young adults participating in international learning opportunities has increased dramatically over the past 50 years. Nearly three-quarters of a million students from other nations study in the United States annually, one-fifth of which are from China. International students are challenged with developmental tasks above and beyond typical domestic students, as they learn to accommodate dual and conflicting cultural ideologies relating to identity development. This is particularly true for international students from China, who are socialized with the values of filial piety, which include obedience to and respect for one's parents and engagement in conduct to avoid shaming one's family. Moreover, family needs, obligations, and honor come before personal desires. Thus, sexual identity development is of particular importance for Chinese international students, as a gay, lesbian, or bisexual (GLB) identity may not align with family responsibilities and expectations. Yet, missing from the literature is an empirical understanding of the influence of family values on the process of sexual identity development for this population. This theory-building article reviews current models of general and sexual identity development and the complications with their potential use with international students from China, as well as implications for potential research and clinical practice in this area.

KEYWORDS:

• sexual identity development
• GLB
• Chinese international students
• filial piety
• collectivism