Shannon Holmes is a doctoral researcher in theater and drama studies at the University of Birmingham, UK, where her research includes investigations into somatic vocal methods that intersect the singing and speaking voice and explorations into the dichotomy of technical control and freedom in vocal expression. Based in Montréal Canada, Ms. Holmes is a singer, actor, director, educator, and Artistic Director of SoMo (Sound In Motion) Theater, a multidisciplinary theater company dedicated to the creation of interdisciplinary performance that explores the intersection of singing and speech. Currently she is part-time faculty in the Theater Department at Concordia University.

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In Aotearoa/New Zealand, sexuality education is one of seven key areas of learning in the Health and Physical Education (HPE) subject area within The New Zealand Curriculum. Since 2015, sexual dive...

Inclusion of LGBTIQ perspectives in school-based sexuality education in Aotearoa/New Zealand: an exploratory study

Young adult sexual minority women (SMW) have unique sexual health needs and higher rates of some poor sexual health outcomes compared to their heterosexual peers. Unequal access to relevant sexual health information may contribute to sexual orientation disparities in sexual health among women, but research on sexual health communication among SMW is sparse. In-depth interviews conducted in 2016–2017 investigated sexual health communication in a sample of 29 racially/ethnically diverse cisgender women and non-binary individuals assigned female at birth who were between 19 and 36 years of age and identified as a sexual minority. Data were analyzed using a thematic analysis approach that involved inductive and deductive coding to identify themes. Three broad themes were identified: (1) sources of sexual health information, (2) sexual health information needs, and (3) preferences for sexual health information delivery. Participants discussed and critiqued the Internet, other mass media, health care providers, school-based sex education, family, and peers/partners as sources of sexual health information. Participants expressed a need for customized, non-heteronormative information pertaining to sexually transmitted infection risk and prevention. They preferred receiving information from health care providers, the Internet, and other mass media, and some also suggested school-based sex education and peer education as methods for delivering information. Participants expressed clear desires for relevant, high-quality sexual health information delivered through a variety of channels, especially the Internet, other mass media, and health care providers. Findings call for policies that improve provision of sexual health information through health care providers, online resources, and school-based sex education.

Sexual Health Information Sources, Needs, and Preferences of Young Adult Sexual Minority Cisgender Women and Non-binary Individuals Assigned Female at Birth

Transgender Youths' Sexual Health and Education: A Qualitative Analysis.

Exploring the experiences and responses of LGBTQ+ adolescents to school‐based sexuality education

A recent approach to studying gender and race inequalities in science examines science identity: how strongly one associates themselves and identifies with the field of science.  Since adolescence is an important time for identity development and when science disparities begin to emerge, we investigated how gender and race relate to science identity and science career aspirations. A series of multinomial linear regressions applied to a dataset of diverse seventh and ninth graders from urban schools in the United States ( n = 300) found that science identity was differentially associated career aspiration based on gender. In particular, science identity did not fully counteract gender disparities in science career aspiration: girls with a high science identity were not as likely as boys to aspire toward a science career. By contrast, students who are black with a high science identity were equally likely to aspire toward a science career as their white peers. The moderated relationship by gender goes against findings among postsecondary students suggesting that science identity can completely offset gender differences in science outcomes.  Therefore, these findings present opportunities for future study examining how gendered and racial factors influence science identity and career aspiration.

Science Identity Predicts Science Career Aspiration Across Gender and Race, but Especially for Boys

Background: Feminizing hormonal therapy (FHT) and HIV potentially alter cardiovascular disease (CVD) risk in transgender women (TW). Methods: TW were enrolled in Los Angeles, California and Houston, Texas and frequency-matched to Multicenter AIDS Cohort Study cisgender men (CM) on age, race, substance use, and abacavir use. Biomarkers of CVD risk and inflammation were assessed via ELISA. Wilcoxon rank sum and Fisher's exact tests compared TW and CM. Multivariable linear regression assessed factors associated with biomarker concentrations. Results: TW (HIV+ n = 75, HIV− n = 47) and CM (HIV+ n = 40, HIV− n = 40) had mean age 43-45 years; TW/CM were 90%/91% non-Hispanic Black, Hispanic, or Multiracial, 26%/53% obese, and 34%/24% current smokers; 67% of TW were on FHT. Among people with HIV (PWH), TW had higher median extracellular newly-identified receptor for advanced glycation end-products (EN-RAGE), lipoprotein-associated phospholipase A2 (LpPLA2), oxidized low-density lipoprotein (oxLDL), soluble tumor necrosis factor receptor type (sTNFR) I/II, interleukin (IL)-8 and plasminogen activator inhibitor (PAI)-1, but lower soluble CD14, von Willebrand factor (vWF) and endothelin (ET)-1 levels than CM. Findings were similar for participants without HIV (all P < 0.05). In multivariable analysis, TW had higher EN-RAGE, IL-6, IL-8, P selectin, PAI-1, oxLDL and sTNFRI/II concentrations, and lower vWF, independent of HIV serostatus and current FHT use. Both being a TW and a PWH were associated with lower ET-1. Conclusions: Compared to matched cisgender men, trans women have altered profiles of biomarkers associated with systemic inflammation and CVD. Further work is needed to decipher the contributions of FHT to CVD risk in TW with HIV.

Trans women have worse cardiovascular biomarker profiles than cisgender men independent of hormone use and HIV serostatus

BACKGROUND School assets-such as connectedness, caring relationships with adults, high behavioral expectations from adults, and meaningful participation-are associated with positive outcomes for adolescents. However, little is known about how school assets differ among adolescents with intersecting marginalized identities. METHODS We used the 2013-2014 California Healthy Kids Survey (N = 320,462 students) to examine differences in school assets with respect to sexuality, gender, race/ethnicity, and socioeconomic status using adjusted multilevel linear regression models. RESULTS Sexual minority, gender minority, racial/ethnic minority, and low socioeconomic status adolescents had significantly lower protective school assets. For all outcomes, the differences between sexual minority and heterosexual adolescents were more pronounced among nontransgender girls than nontransgender boys; however, these differences were not consistently present among racial/ethnic minority students. For school connectedness and meaningful participation, differences for racial/ethnic minorities versus white adolescents were more pronounced among nontransgender girls than nontransgender boys. Differences between transgender adolescents and nontransgender boys were more pronounced for white adolescents compared to some other racial/ethnic minority students. Overall, adolescents with certain multiple marginalized identities had lower school assets. CONCLUSIONS Interventions are needed to strengthen school assets among marginalized students, thereby helping mitigate health and education inequities.

Intersectional Differences in Protective School Assets by Sexuality, Gender, Race/Ethnicity, and Socioeconomic Status.

Using data from 2002 to 2013 collections of the National Survey of Family Growth, we explored how exposure and timing of sex education were associated with sexual health outcomes of 5,141 women between the ages of 15 and 20 years. Consistent with previous literature, sexual minority (e.g., lesbian and bisexual) women reported engaging in sexual intercourse with a male partner earlier than their heterosexual peers. Sexual minority women were also more likely to receive sex education after already engaging in sexual intercourse. Exposure to sex education was associated with poorer outcomes—such as an increased number of male sexual partners and higher reports of pregnancy—for sexual minority women but not for their heterosexual peers. Receiving sex education before engaging in intercourse was associated with an increase in birth control use among bisexual participants. Therefore, school psychologists and counselors should promote inclusive sex education programs that fully address the needs of sexua...

Does Sex Education Help Everyone?: Sex Education Exposure and Timing as Predictors of Sexual Health among Lesbian, Bisexual, and Heterosexual Young Women.

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Science Identity Predicts Science Career Aspiration Across Gender and Race, but Especially for Boys

Trans women have worse cardiovascular biomarker profiles than cisgender men independent of hormone use and HIV serostatus

Intersectional Differences in Protective School Assets by Sexuality, Gender, Race/Ethnicity, and Socioeconomic Status.

Does Sex Education Help Everyone?: Sex Education Exposure and Timing as Predictors of Sexual Health among Lesbian, Bisexual, and Heterosexual Young Women.