Queer and Transgender Joy: A Daily Diary Qualitative Study of Positive Identity Factors among Sexual and Gender Minority Adolescents

Abstract

This study used qualitative and daily diary methods to identify queer and transgender joy (i.e., positive identity-related factors) in the daily lives of a racially diverse sample of sexual and gender minority adolescents (SGMA). A total of 94 SGMA completed a 21-day daily diary study, which asked an open-ended question related to participants’ positive identity-related experiences. A total of 1,629 entries were qualitatively coded and analyzed through content analysis, leading to the emergence of several themes: 1) social support, 2) romantic and sexual relationships, 3) connections to the LGBTQ+ community, 4) exploring and disclosing identity, and 5) gender expression and affirmation. Gender affirmation, media representation, and LGBTQ+ peer support emerged as particular themes of interest that have previously been understudied in the literature. Frequency of some themes varied by gender identity and race and ethnicity. As prior research largely focuses on minority stress in SGMA, findings underscore examining and leveraging adolescent-focused resilience and resistance factors, such as queer and transgender joy, in future research and interventions.

Emphasizing Joy and Resilience

Most research on sexual and gender minority adolescents (SGMA) has focused on documenting health disparities as well as identifying factors that lead to these inequities. While this body of work is important, the emphasis on risk factors and negative outcomes has left a dearth of literature on SGMA’s strengths, joy, and resilience (Fish, 2020). The minority stress model posits that SGMA experience unique stressors related to the stigmatization and societal maltreatment of their minoritized identities and that these oppression-based stressors lead to health inequities (Brooks, 1981; Hendricks & Testa, 2012; Meyer, 2003). Against such inequities, the minority stress model also identifies stress-ameliorating resilience factors, including personal (e.g., social supports) and group-level (e.g., community involvement) resilience factors (Meyer, 2003). However, insufficient work has identified these resilience factors, particularly those manifesting during adolescence. Further, existing studies largely define or evaluate pre-determined resilience factors of interest, rather than providing SGMA the opportunity to detail the variety of joyful or positive experiences in their lives.

Identifying joyful experiences or positive aspects of SGM identity among SGMA is central to informing factors that help them resist oppression. This idea is rooted in Black queer feminism (Derricotte, 2009; Lorde, 1978, 1988), which asserts that “joy is an act of resistance” (Derricotte, 2009; “The Telly Cycle”). Therefore, identifying SGMA’s identity-specific joy as described by SGMA themselves can help inform the development of affirming and strengths-based interventions that promote the overall wellbeing of SGMA and help them resist oppression.

Existing Research on SGMA Resilience Factors

Among the extant literature, individual-level resilience factors include acceptance and support of family, friends, and other community members, which are posited to promote the mental health of SGMA (Meyer, 2003). In particular, parental affirmation is associated with less depressive symptoms and self-conscious emotions (i.e., shame and guilt) among SGMA (Mereish et al., 2021), and family social support is associated with less anxiety and depression symptoms among transgender adolescents (Puckett et al., 2019). Parental, classmate, teacher, and close friend social supports have also been found to be associated with lower depressive symptoms and greater self-esteem in sexual minority adolescents and emerging adults (Watson et al., 2019). While the experiences of SGMA can differ based on individuals’ racial, ethnic, and gender, it is important to note that the relationship between parental support and psychosocial wellbeing also remains true for specific subgroups of SGMA. For example, one study found that parental support was associated with less substance use among a large national sample of SGMA of color (Mereish et al., 2023). In another recent study, familial support for varied expressions of gender, parental work to further understand gender identities, and tangible outward and instrumental support emerged as unique gender-identity specific familial support factors for transgender and gender expansive youth of color (Marx et al., 2023).

Additional forms of resilience factors for SGMA include participation in SGM-specific clubs (e.g., Gender Sexuality Alliances; GSA), and the presence of SGM peers and role models—which have been found to improve identity affirmation and wellbeing, increase sense of empowerment, as well as lower depressive symptoms in SGMA and youth (Gillig et al., 2019; Goldbach & Gibbs, 2015; Poteat et al., 2020). Recent work has found that SGM students of color report similar increases in feelings of school belonging as their White SGM peers after participating in GSAs (Truong & Zongrone, 2022). Mentorship relationships can also be beneficial for SGM youth, as they can reduce isolation regarding experiences of minority stress, through connecting youth with older role models who share their identity experiences (Asakura, 2016) and by providing safe and authentic identity spaces for mentees (Kaufman et al., 2024). Additionally, prior work has found that chosen and created families provide resilience against family rejection, racism, and anti-LGBTQ+ discrimination among Black American SGM youth (Hailey et al., 2020).

Engagement with the LGBTQ+ community through social media (Craig et al, 2015), as well as participation in activism (Horne et al., 2014), can also support identity formation and community connectedness for SGM youth. Social interactions with peers and community can be particularly important for identity affirmation for bisexual and other plurisexual individuals, who may struggle with belonging both within the SGM community and with their heterosexual peers (Flanders, et al. 2017; Hayfield et al., 2014). Participating in LGBTQ+ specific social activities was found to be associated with better general health and LGBTQ+ community connectedness for LGBTQ+ youth of color (Heath & Keene, 2023).

Identity development is another relevant factor for resilience (Meyer, 2003). Self-definition of identity can be a source of strength and resistance for SGM youth, which is particularly important for gender minority youth and emerging adults, who build resilience through personal discovery and definition of their own gender (Singh et al., 2014; Wagaman, 2016). Additionally, navigating the coming out process may be associated with personal growth in SGM youth, as it demonstrates the ability to be resilient despite the risk of harm that may come with outness (Cox et al. 2010; Kosciw et al., 2015). Social media and online resources may also give SGM youth opportunities to explore and develop their identities, especially when offline spaces may not be safe or conducive to this type of exploration (Craig & McInroy, 2014; DeHaan et al., 2013). Additional work is needed to fully capture the nuance of resilience factors which exist for SGMA, particularly for SGMA subgroups which are further marginalized, such as transgender and nonbinary adolescents and SGMA of color.

Limitations of Existing Research

While there is growing but limited research surrounding resilience, joy, and positive identity factors, there is still a need to further understand factors that are specific and unique to SGMA (Mereish, 2019; Russell, 2005). Much of the research on SGMA focuses on minority stress and risk factors, rather than protective factors, neglecting an opportunity to examine the way that SGMA persevere and show strength (Fish, 2020). Research into SGMA’s positive experiences as forms of resilience and queer and transgender joy offers the opportunity for a more thorough, well-rounded—and thus more accurate— understanding of their lives and informs potential interventions to improve resilience and quality of life for SGMA. Furthermore, examining joyful experiences within an ongoing context of stigma and oppression can help inform ways of resisting oppression. Additionally, studying resilience in SGMA is important because affirmation and happiness in childhood can be a predictor of happiness for SGM adults (Greene & Britton, 2015). As such, understanding and enhancing resilience factors during childhood and adolescence could yield benefits for lifelong happiness of SGM people.

Another major limitation of the existing literature on SGMA is the overreliance on cross-sectional studies, limiting our understanding of SGMA’s strengths in their daily lives and natural environment (Mereish et al., 2021). Daily diary methods allow for a more comprehensive longitudinal understanding of individuals’ experiences in real time than would be captured in a single cross-sectional assessment (Bolger et al., 2003). Additionally, recall bias can be managed through the use of daily diary methods, allowing participants to report on their experiences as they are living them (Almeida, 2005; Heron et al., 2017). Daily diary methods also capture the variations in experiences of an individual person over time—not just variations among different people—and have higher ecological validity because they include data from different times and contexts (Heron et al., 2017). Among the extant literature, one daily diary study focused on positive identity-related experiences in bisexual adults noted that subtle examples of identity affirmation—smaller scale or impactful ones that may not be remembered at a single time point days, weeks, or months after the experience—may be captured more successfully in a daily diary method that minimizes time between experience and reporting rather than using longer recall methods (Flanders et al., 2017).

Purpose of Current Study

Given the existing gaps in the literature, the purpose of the current study was to identify queer and transgender joy (i.e., positive SGM identity-related factors) in the daily lives of SGMA. Using a combination of daily diary and qualitative methods, this study aimed to describe the varieties of positive identity-related experiences SGMA have on a day-to-day basis and the contexts—relational or otherwise—in which they occur, contributing to the growing body of literature on resilience and protective factors for SGMA. Leveraging qualitative methods, we were also interested in understanding how SGMA described these experiences in-depth and from their own point of view.

Methods

Participants

Participants were 94 sexual and gender minority adolescents ages 12 to 18 years (M = 16.10, SD = 1.50). Participants’ sex assigned at birth was female (90.4%) and male (9.6%) and current gender identification was: girl/woman (58.5%), gender queer/gender non-conforming (11.7%), transgender male/boy/man (11.7%), male (10.6%), or a different gender identity (7.4%; e.g., agender, gender fluid). Based on the two-step method of assessing sex and gender identity (Reisner et al., 2014), 68.1% of participants were cisgender (n = 64) and 31.9% were gender minority (n = 30). Participants’ sexual identities were: bisexual (35.1%), lesbian (17%), pansexual (16%), gay (12.8%), queer (10.6%), asexual (5.3%), questioning (2.1%), and don’t know (1.1%). Participants were racially diverse: White (54.8%), Black/African American (23.7%), Biracial or Multiracial (16.1%), Asian/Asian American or Pacific Islander (2.2%), and other (3.2%). Only 11.7% of the sample identified their ethnicity as Hispanic/Latino(a). Participants were mostly in high school (81.9%), whereas some were in middle school (8.5%) and others were incoming first-year college students or were already a first-year student in college (9.6%). As an indicator of socioeconomic status, 34% received free or reduced lunch at school.

Procedures

Participants were recruited from the community in a Mid-Atlantic metropolitan city as part of a larger study of SGM adolescents’ wellbeing (Mereish, Miranda, et al., 2021). Adolescents were screened for inclusion criteria and potentially eligible youth were invited to an in-person meeting. Inclusion criteria were self-identification as lesbian, gay, bisexual, transgender, or queer (LGBTQ) and age 12 to 18 years old. Study procedures were explained, and 18-year-old youth provided written consent, while youth under 18 years of age provided written assent. Parental consent was waived to mitigate potential risks related to disclosure of one’s sexual orientation or gender identity. The senior authors’ Institutional Review Board approved the protocol.

Ninety-six adolescents completed the baseline survey and were invited to participate in the daily diary portion of the study; 94 agreed to participate in the 21-day daily diary, and two declined. Participants then received instructions for completing the daily diary surveys. They received an individual, personalized email with a link to their daily diary survey and tailored feedback regarding their progress in the study every evening at 7:30 p.m. Participants received a reminder at 9:30 p.m. if they had not completed the survey. Uncompleted surveys expired at 5 a.m. the next morning and were considered missed reports. Participants received daily incentives and a weekly bonus for participating in the form of gift cards. Detailed procedures are provided elsewhere (Mereish, Miranda, et al., 2021). Participants were asked daily “What were your ‘highs’ or positives/highlights about being LGBTQ today and in the last 24 hours?” and were provided with an open-ended response option to describe their daily positive experiences.

Participants completed a total of 1,629 surveys (days). This produced a response rate of 82.52%. The mean number of daily diary surveys completed per participant was 17.33 (SD = 4.28) with a range of 1 to 21 days. Of the 1,629 entries, 569 were not provided (34.93%; e.g., participants described as “none,” “nothing,” “not applicable,” “there weren’t any highs today,” or skipped). Entries were analyzed through qualitative content analysis, allowing themes to emerge and be constructed from the data as opposed to imposing predetermined theory upon the data (Hsieh & Shannon, 2005). The data was coded using several steps. All the daily diary entries were reviewed and cleaned (e.g., removed those that were not bona fide daily positive experiences directly related to participants’ identities as SGMA). A codebook was developed following a preliminary review of the entries to capture topics that reflected the types and contexts of positive experiences observed in the data. With an initial codebook in place, two of the authors independently coded all data entries using NVivo, adding new codes as additional topics were identified. Each participant’s daily entries were reviewed together to understand their day-to-day positive identity experiences. When disagreement was identified for a specific response, it was discussed among the research team, and a consensus coding was reached. After the coding was finalized, the researchers collaboratively identified and defined the larger emerging themes present in the coded data, as well as subthemes and exemplars thereof.

Positionality and Reflexivity

The authors used a reflexivity framework to evaluate their positionality and the potential impacts thereof (Olmos-Vega et al., 2023). The first author is a lesbian and cisgender White woman with Latin American heritage. She was a high school student at the time of data analysis and is now an undergraduate student. Given her positionality as a SGMA, her interpretations of participant entries, as well as her subsequent creation of codes and designation of entries within these, were certainly shaped by her lived experience and resulting understandings of being a SGMA high school student and her goal of increasing the joy, resilience, and wellbeing of LGBTQ+ young people—this “insider status” as an adolescent researcher could both bias and strengthen her analysis. The second author is a bisexual, cisgender, White woman. During data analysis, she was an undergraduate student but is now a working professional. At the time of analysis, her experience as a sexual minority undergraduate student who had recently been an adolescent herself allowed for understanding of the participants’ experiences. Her perspective as someone who was recently a high schooler and was entering young or emerging adulthood likely informed her analysis of participant entries. The third author identifies as a Black, queer, and genderqueer postbaccalaureate researcher. Their positionality as a queer and gender diverse person of color impacted their level of understanding of participants’ responses and subsequent themes, due to similarities in lived experiences as SGM young people. This subjectivity is particularly manifested within the interpretation of the study results and decisions made to frame the implications and future interventions resulting from the data. Simultaneously, the third author’s experiences living at the intersection of multiple systems of oppression informed their desire to utilize a strengths-based and resilience-focused approach within the project to highlight the positive experiences of SGMA. The fourth and senior author identifies as a queer, cisgender man of color who is a doctoral-level researcher and licensed psychologist. His intersectional social identities and related experiences of oppression as well as prior experience conducting research and clinical work with SGMA guided his understanding and development of the codebook, interpretation of the data, framing the findings within the extant literature and from a social justice approach, and his overall mentorship and supervision of the co-authors throughout the study.

Results

Across social contexts, our participants reported a variety of positive experiences related to their sexual and gender identities. These positive themes included: 1) social support, 2) romantic and sexual relationships, 3) connections to the LGBTQ+ community, 4) exploring and disclosing identity, and 5) gender expression and affirmation. See Table 1 for a summary of themes and subthemes, including definitions and exemplar quotes. See Table 2 for subtheme frequencies for all participants, as well as by gender and race and ethnicity.

Table 1.

Summary of themes and subthemes definitions and exemplar quotes.

Theme	Subtheme		Exemplar Quote
Social Support Experiences of being supported, made to feel welcome, or other positive interpersonal interactions. Sources of support included friends, sexual or romantic partners, family members, LGBTQ peers, and others.	Family Support Support provided by immediate and extended family.	Time Spent	“I got to spend time with my mom and sister” (Black/African American lesbian and cisgender girl, age 16)
		Conversations	“my dad talked positively and open mindedly about prince, David Bowie, and morisseys way of embracing their feminine side which was really nice to hear coming out of such a typically macho guy like my dad he’s pretty awesome” (White bisexual and cisgender girl, age 15)
		Gender Affirming Language	“My parents and siblings have gotten better at using the correct name and pronouns for me.” (Black questioning and gender fluid individual, age 15)
		Engagement with LGBTQ+ Community and Media	“My sister and I played a video game the gay characters/characters that are supportive of the LGBTQ community, which was fun and helped me feel more comfortable.” (Hispanic/Latino/a/x, multiracial, asexual, and cisgender girl, age 12)
		Encouraging Openness and Expression	“My mom showed clear support of me going to prom with a girl!” (White bisexual and cisgender girl, age 17)
		General or Unspecified Support	“My dad understanding and being supportive of my sexuality and gender” (White bisexual/queer and transgender boy/man, age 18)
	Support from Heterosexual/Cisgender and Unspecified Friends and Peers Support provided by friends and peers.	Time Spent	“Got to hang out with my friends” (Hispanic or Latino/a/x, multiracial, lesbian and cisgender girl, age 16)
		Conversations	“Being able to talk openly about people that I like to my friends without being judged.” (White bisexual and cisgender girl/woman, age 18)
		Gender Affirming Language	“My friend is really trying to put in the work and get my pronouns right.” (White asexual and transgender boy, age 14)
		Engagement with LGBTQ+ Community and Media	“Saw a kid with a pride shirt in my History class!!” (White lesbian and cisgender girl, age 13)
		Encouraging Openness and Expression	“my friend via offered to help me find a swimsuit that i feel comfortable in since we’re going to a pool party on wednesday!” (White lesbian/queer female and questioning individual, age 18)
		Identity Affirmation	“Friends online validating my gender identity” (White pansexual and transgender boy, age 15)
		General or Unspecified Support	“Supportive friends and family” (White gay and cisgender boy, age 16)
	LGBTQ+ Peer Social Support Support provided by, or extended to, LGBTQ+ peers in a manner specific to that relationship of shared identity and experience.	Identity Affirmation	“Having a trans friend help me attain gender euphoria” (Black/African American queer and nonbinary person, age 18)
		Time Spent	“I spent my day with my theatre friends who are mostly LGBTQ as well and it’s always nice to be surrounded by people who are in the same community as you.” (White bisexual and cisgender girl/woman, age 18)
		Discovery of LGBTQ+ Peers	“Met another gay guy at my school” (White gay cisgender boy, age 16)
		Belonging among LGBTQ+ Peers	“I got a chance to hang out with a group of people who are LGBT+ and it was nice to fit in somewhat” (Black/African American and White lesbian and genderqueer/gender non-conforming individual, age 18)
		Supporting/Affirming LGBTQ+ Peers	“Someone who is definitely just starting to explore their sexuality texted my friend and told her that they were really glad to have talked to me openly about their developing LGBT identity today which was really nice! I feel like I’m in a position where I can help him become more comfortable about himself, which is great.” (White gay and cisgender boy/man, age 18)
		Vicarious Peer Affirmation	“a kid on my class is on T and his voice is cracking and he can hit the l-l-owww notes which gave me hope for his future but also all of our futures.” (White lesbian/queer girl/woman and questioning individual, age 18)
	Support from Romantic and Sexual Relationships. Support provided by romantic and/or sexual partners.	Identity Affirmation	“spent a fair amount of time with my partner who cares a lot for my gender identity and sexuality” (Middle Eastern pansexual cisgender boy, age 17)
		Time Spent	“I got to go on an unexpected road trip with my boyfriend.” (American Indian and White gay and cisgender boy, age 17)
		General Support	“My girlfriend is the highlight of my day and she makes me so unbelievably happy and supported and safe. She’s a good egg.” (White lesbian and cisgender girl/woman, age 18)
	Support from Other and Unspecified Individuals Support provided by other people not included in the above categories (e.g., teachers, coworkers, waiters, etc.) or by unnamed individuals or groups.	Conversations	“I came out as trans masc to my psychiatrist and we had a great conversation about gender and sexuality. He’s supportive and accepting in my transition.” (White and Hispanic/Latino/a/x pansexual and transgender boy, age 17)
		Identity Affirmation	“My English teacher, who is pretty much my second mom, was really supportive when I told her about my girlfriend. Not that I was worried about her reacting negatively, but she was just super excited for me, which was a good feeling.” (White lesbian and genderqueer/gender non-conforming individual, age 17)
		Gender Affirming Language	“My name was used almost entirely, I wasn’t misgendered much today, my school’s IT guy seemed to forget I was trans” (Multiracial pansexual and transgender boy, age 16)
		General Support	“i was able to speak with my social worker at school who is generally supportive of my identity and sexual orientation” (Middle Eastern pansexual and cisgender boy, age 17)
Romantic and Sexual Relationships Romantic and sexual experiences not constituting social support.	Interest Feelings of romantic or sexual interest, attraction, or infatuation experienced by the participant, or attraction, flirtation, or other romantic/sexual interest expressed to the participant by another individual.		“A girl who used to flirt with me called me cute today.” (White lesbian and genderqueer/gender non-conforming person, age 17) “Saw a pretty cute girl today and was able to enjoy that.” (White bisexual and cisgender girl, age 17)
	Physical Intimacy Sensual or sexual activity engaged in by the participant, ranging from kissing to having sex.		“it was really great to experience my new body with my significant other.” (White queer and transgender boy/man, age 18)
Positive Connection to the LGBTQ+ Community: Participant’s engagement with the LGBTQ+ community, whether through different representations of said community or through events, gatherings, and affinity groups.	Representation Visibility and positive portrayal of LGBTQ+ figures, symbols, or themes in media, physical objects, and academic instruction.	Positive Media Representation	“Seeing LGBT movies and freaking out because it’s literally the cutest thing ever to watch and I can relate to them” (Latino bisexual and cisgender girl, age 14)
		Flags or Symbols	“Saw a love is love sign.” (White gay and cisgender girl, age 16)
		Curriculum and Teaching	“We had a discussion on LGBT civil rights movements in apush [Advanced Placement United States History] which was neat” (Middle Eastern pansexual and cisgender boy, age 17)
	LGBTQ+ Community Groups and Events Community groups or gatherings hosted by or for LGBTQ+ people, as well as LGBTQ+-centric places, school programming, and demonstrations.	Community Pride Events	“I went to the pride parade and it was AMAZING!!!” (White questioning and transgender boy, age 13)
		Clubs or Other Groups	“I met with a club at school today that was focusing on pride month, and we planned out a couple celebratory things we could do next week to celebrate pride. It was pretty nice to be with people who cared about the same things as me, even if it was only for about an hour.” (White pansexual and cisgender girl, age 13)
		Other LGBTQ+ Events or Places	“My brother and I went to the “gayborhood” in Philadelphia and it was really nice to feel like there was a place in the world where LGBTQ people were accepted and wanted” (Black/African American and White lesbian and genderqueer/gender non-conforming person, age 18)
		School Activities	“My school is doing many things this week to help support lgbt people. This includes assemblies etc.” (White asexual biromantic and cisgender girl, age 15)
		Activism	“I felt solidarity in a protest” (White bisexual cisgender girl, age 17)
Exploring and Disclosing Identity Acceptance, expression, and disclosure of gender identity and sexual orientation.	Identity Affirmation Internal acknowledgement and approval of one’s own identity and physical expression thereof.	Self-Acceptance and Pride	“I’m just proud of who I am” (Black/African American pansexual and cisgender girl, age 16)
		Sexual Orientation Identity Expression	“queer ppl smiling at me in public bc of my pink hair (i feel blessed and visibly gay which is nice)” (White lesbian/queer female and questioning individual, age 18)
	Outness All steps along the process of coming out, including decision-making, act of disclosure, and continual outness or visible queerness/transness.		“Being grateful I didn’t have to be in the closet.” (White queer and cisgender girl, age 15)
Gender Expression and Affirmation Experiences of outwardly expressing gender identity through attire, body, and other aspects of physical gender presentation, as well as systemic validation and support of gender identity and gender-affirming resources.	Gender Expression and Presentation Multiple aspects of outward-facing gender presentation, including participant’s own level of comfort with their identity expression, the feedback received from others, and the ability to alter visibility of secondary sex characteristics, particularly breasts.	Happiness with Gender Expression and Presentation	“it was pretty cool to be out and be able to look down and see my mostly flat chest. that was really great. and i felt very masc today which was great” (White queer and transgender boy/man, age 18)
		Reactions to Gender Expression and Presentation	“An old guy asked me where the nearest men’s room was (which implies he saw me as a guy)” (Multiracial and pansexual transgender boy, age 16)
		Binding	“I got to wear my binder” (White and Hispanic/Latino/a/x genderqueer/gender non-conforming person, age 18)
	Gender Affirmation Beneficial resources or systemic behaviors that affirm a participant’s gender identity.	Gender Affirming Healthcare	“my top surgery is coming up so I am excited” (White gay and transgender boy, age 17)“I got my prescription for testosterone today. I start tomorrow.” (White and Hispanic/Latino/a/x pansexual and transgender boy, age 17)
		Access to Affirming Bathrooms	“Getting permission from my school to use the restrooms that correlate to my gender rather than sex” (White asexual panromantic and agender person, age 14)

Table 2.

Positive experience percentages by gender and race and ethnicity.

			Total (n = 888 entries) (%)	Cisgender (n = 568 entries) (%)	Transgender & Nonbinary (n = 320 entries) (%)	White (n = 573 entries) (%)	Racial and Ethnic Minorities (n = 315 entries) (%)
Theme	Subtheme
Social Support	Family Support	Time Spent	1.58	1.23	2.19	0.87	2.86
		Conversations	1.58	1.41	1.88	1.57	1.59
		Gender Affirming Language	0.68	0.00	1.88	0.52	0.95
		Engagement with LGBTQ+ Community and Media	1.35	1.23	1.56	1.57	0.95
		Encouraging Openness and Expression	0.79	0.35	1.56	1.22	0.00
		General or Unspecified Support	1.13	0.88	1.56	1.40	0.63
	Support from Heterosexual / Cisgender and Unspecified Friends and Peers	Time Spent	4.28	5.63	1.88	3.14	6.35
		Conversations	4.95	5.28	4.38	4.71	5.40
		Gender Affirming Language	0.45	0.18	0.94	0.17	0.95
		Engagement with LGBTQ+ Community and Media	1.24	1.41	0.94	1.05	1.59
		General or Unspecified Support	4.28	4.58	3.75	4.01	4.76
	LGBTQ+ Peer Social Support	Identity Affirmation	1.24	1.58	0.63	1.57	0.63
		Time Spent	6.19	6.51	5.63	5.24	7.94
		Discovery of LGBTQ+ Peers	2.70	2.82	2.50	1.75	4.44
		Belonging among LGBTQ+ Peers	5.52	5.99	4.69	6.63	3.49
		Supporting/Affirming LGBTQ+ Peers	1.58	1.58	1.56	1.57	1.59
		Vicarious Peer Affirmation	1.80	1.41	2.50	1.75	1.90
	Support from Romantic and Sexual Relationships	Identity Affirmation	0.79	0.70	0.94	0.87	0.63
		Time Spent	6.19	7.04	4.69	6.63	5.40
		General Support	0.68	0.88	0.31	1.05	0.00
	Support from Others and Unspecified Individuals	Conversations	1.24	1.23	1.25	0.87	1.90
		Identity Affirmation	1.01	0.53	1.88	0.87	1.27
		Gender Affirming Language	1.13	0.35	2.50	1.22	0.95
		General Support	4.39	5.46	2.50	3.66	5.71
Romantic and Sexual Relationships	Interest		5.63	6.16	4.69	6.11	4.76
	Physical Intimacy		1.35	1.58	0.94	1.92	0.32
Positive Connection to the LGBTQ+ Community	Representation	Positive Media Representation	13.96	14.79	12.50	15.88	10.48
		Flags or Symbols	7.88	8.45	6.88	9.08	5.71
		Curriculum and Teaching	1.69	1.76	1.56	2.09	0.95
	LGBTQ+ Community Groups and Events.	Community Pride Events	7.88	8.63	6.56	7.33	8.89
		Clubs or Other Groups	4.95	3.70	7.19	6.11	2.86
		Other LGBTQ+ Events or Places	2.03	1.58	2.81	2.09	1.90
		School Activities	1.80	2.29	0.94	2.27	0.95
		Activism	1.13	0.70	1.88	1.40	0.63
Exploring and Disclosing Identity	Identity Affirmation	Self-Acceptance and Pride	11.60	11.27	12.19	12.57	9.84
		Sexual Orientation Identity Expression	1.80	1.94	1.56	2.44	0.63
	Outness		6.98	7.04	6.88	7.50	6.03
Gender Expression and Affirmation	Gender Expression and Presentation	Happiness with Gender Expression & Presentation	3.83	0.70	9.38	5.58	0.63
		Reactions to Gender Expression & Presentation	2.03	1.06	3.75	2.62	0.95
		Binding	1.13	0.00	3.13	1.75	0.00
	Gender Affirmation	Gender Affirming Healthcare	1.80	0.00	5.00	1.57	2.22
		Access to Affirming Bathrooms	1.46	0.35	3.44	1.57	1.27

Note. Frequencies are expressed in percentage form and represent the percentage of joyful and positive identity-related experience entries that involve the given subtheme for that demographic category. Participants who identified as a racial minority or designated their ethnicity as Hispanic/Latino(a)/x/e were categorized as racial and ethnic minorities.

Theme I: Social Support

Participants described SGM-specific positive experiences to include experiencing social support in a variety of unique forms across five relational contexts: family, heterosexual and cisgender or unidentified friends and peers, LGBTQ+ peers, romantic and sexual relationships, and other or unspecified individuals. In each of these supportive contexts, a similar set of specific forms of support emerged: 1) spending time together, 2) willingness to have conversations about LGBTQ+ topics, 3) encouraging of openness and expression, 4) using of gender affirming language, 5) engaging with the LGBTQ+ community and media, and 6) providing general or unspecified support. Not surprisingly, additional forms of support arose from interactions with LGBTQ+ peers.

Subtheme I: Family Support

Participants received social support from family members including parents, siblings, grandparents, and cousins. All six of the specific forms of support arose in the familial setting. Examples of time spent together included entries such as “visiting extended family” or “hanging out with a sibling.” Family members also showed support by engaging in conversations about LGBTQ+ topics; for example, one participant reported, “My cousins were curious about what being transgender means, so I explained it to them and they understood” (White bisexual and transgender boy, age 14). Encouraging openness and expression included primarily parents supporting public expressions of LGBTQ+ identity; for example, one participant noted, “My mom told me how proud she was of me for standing up for my sexuality and trans people after that woman was questioning motives” (White bisexual and cisgender girl, age 17). Family used gender affirming language by calling participants by their chosen names, pronouns, and other gendered words (like “son”). Participants also appreciated their family consuming media with LGBTQ+ characters and themes. Examples of general support tended to be vaguer references to family members being accepting or tolerant—for instance, “not caring” how participant identified their sexual orientation.

Subtheme II: Support from Heterosexual/Cisgender and Unspecified Friends and Peers

Participants were provided overall support from heterosexual and cisgender friends, classmates, and other peers, as well as those with identities not specified in participant entries. Forms of support provided by friends and peers included all provided by family. As with family members, time spent together captured positive responses that focused only on spending time or doing a shared activity with friends or peers. Time spent with friends comprised a smaller percentage of entries from transgender and nonbinary participants than those of their cisgender counterparts and a larger percentage of entries from racial and ethnic minority participants than from White participants. Friends and peers also provided support by being willing to listen and engage in conversations about the participant’s own identities, romantic interests, and experiences as a SGMA—as well as LGBTQ+ issues in general—thus offering the participant a comfortable space in which to open up, connect with others, and potentially receive validation. Peers honored participants’ gender identities by using affirming gendered language (e.g., name and pronouns) and correcting third parties when helpful. They also showed support for the participant and/or the LGBTQ+ community by engaging with LGBTQ+ media or symbols. Friends also encouraged participants to express and be open about their identities, as in the acceptance of a same-sex date at a school dance. Participants also received direct affirmation about the nuances of their identities—for instance, one participant wrote, “My friend talked through these feelings with me and helped me understand that it’s bisexual for a reason and that I don’t have to feel shitty about liking a boy” (White bisexual and cisgender girl, age 17). Lastly, participants received general and unspecified support from friends and peers, largely encompassing generic statements like “After conversations with friends, I realized that some people are close-minded about LGBTQ people but that I still have friends who care and accept me” (Multiracial and Hispanic/Latino/a/x/e pansexual demigirl, age 15).

Subtheme III: LGBTQ+ Peer Support

In addition to support from their broader peer communities, participants experienced unique—as well as shared—types of support and connection from LGBTQ+ peers as sources of positive identity experiences. Six forms of LGBTQ+ peer support emerged: 1) time spent, 2) identity affirmation, 3) discovery of LGBTQ+ peers, 4) belonging among LGBTQ+ peers, 5) vicarious identity affirmation, and 6) helping LGBTQ+ peers. Participants also described the importance of time spent with other LGBTQ+ youth, whether getting together to chat, engage with LGBTQ+ media, or simply keep each other company. This subtheme was more prevalent, proportionally speaking, for racial and ethnic minority participants than for White participants. Identity affirmation involved explicit validation and encouragement of the participant’s identity by a peer also belonging to the LGBTQ+ community, often individuals who had similar experiences and identities. Instances of discovering LGBTQ+ peers primarily included friends or classmates coming out to the participant or the participant meeting a new person who also identified as a SGMA. Some participants described feelings of belonging and an ability to connect, relate, and be open when spending time or speaking with other SGMA. For example, one participant wrote, “Many of my friends are gay, and make me feel welcome with them. I never feel weird around them” (White cisgender girl who was unsure about her sexual orientation, age 17). Participants also found comfort and joy in the confidence, openness, and positive experiences of LGBTQ+ peers and friends, such as peers having gender affirming surgery or hormone therapy, having good coming out experiences, or just being content in their identities. Participants also received satisfaction from providing support to their LGBTQ+ peers by providing a listening ear, giving advice, or helping the other person explore their identity or expression thereof. One person shared, “My highs about being LGBTQ is that I like to thing [sic] about others and how I believe how I can help them come out the closet and into the open without feeling embarrassed or misunderstood. I want them to know that we have support and comfort everywhere” (Black/African American pansexual and genderqueer/gender non-conforming individual, age 17).

Subtheme IV: Support from Romantic and Sexual Relationships

Participants also reported social support from romantic and sexual partners. Three forms of partner social support were described: 1) spending time together, 2) identity affirmation, and 3) general or unspecified support. Participants appreciated spending time with their partners, whether going out on dates, talking on the phone, or just being together. Romantic partners also affirmed participants’ LGBTQ+ identities. This was expressed generally, as well as in specific contexts, such as after a gender affirming surgery (e.g., “i got to see my significant other for the first time in 2 weeks and for the first time since surgery. they were so happy to see my results and they love me so much it makes me very happy” - White queer and transgender boy/man, age 18). Additionally, partners provided more general support or were described as supportive overall.

Subtheme V: Support from Other and Unspecified Individuals

Participants also experienced social support from other groups of people—for example, teachers, coworkers, healthcare providers, and strangers—and they sometimes reported receiving support without specifying who provided it. In this group, four of the forms of social support emerged: 1) willingness to have conversations about LGBTQ+ topics, 2) identity affirmation, 3) using gender affirming language, and 4) general support. Conversations about identity and LGBTQ+ issues occurred with mentors, older LGBTQ+ people, coworkers or customers, LGBTQ+ community organizations, or unspecified groups. Identity affirmation included both general (e.g., “I felt my gender idenity and tranisition [sic] be validated” - Black American queer and nonbinary individual, age 18) and more specific accounts of validation (e.g., “I came out as trans masc to my psychiatrist and we had a great conversation about gender and sexuality. He’s supportive and accepting in my transition,” - White and Hispanic/Latino/a/x/e pansexual and transgender boy, age 17). Participants’ genders were affirmed by strangers, teachers, waiters, and unspecified people, either by using correct pronouns or using other gendered terms in line with the participant’s identity (e.g., “sir”). General support was the most common form of social support in this category, with many participants recounting very nonspecific experiences with often unnamed individuals (e.g., “Being accepted by others that support me” - Black/African American bisexual and cisgender girl, age 17) as well as more concrete ones from groups including teachers, doctors, therapists, or even friends’ parents.

Theme II: Romantic and Sexual Relationships

Participants reported positive experiences related to romantic and sexual relationships that go beyond what can be classified as social support, namely being romantically interested in, or pursued by, someone, as well as engaging in sensual or sexual activity. Participants reported experiences that were positive for their own sake, but also described ways that romantic and sexual relationships affirmed their identities as SGMA.

Subtheme I: Interest

Participants described having romantic and sexual interests toward and from others. These experiences ranged from: noticing physical attraction towards someone, to having “crushes,” to early courting stages of romantic and sexual relationships, to someone else expressing attraction to or interest in the participant. The positive experiences associated with these interests are elaborated upon in one participant’s statement: “My positive highlights about being LGBTQ+ is my crush asking me if I liked girls. When I said yes she gave me her number which was pretty cool” (Black/African American pansexual and genderqueer/gender non-conforming individual, age 17).

Subtheme II: Physical Intimacy

Participants discussed experiencing varying degrees of physical intimacy, from kissing to having sex. These experiences were sometimes with committed or longer-term sexual/romantic partners, and other times were more casual, as with a one-time partner or even a friend. In addition to the different degrees and contexts, these intimate experiences had varying effects on participants. The participant example below captures some of these nuances:

I spent the morning and some of the afternoon with this guy, and I basically had my first full on sexual experience with him (slightly different from the other guys I’ve mentioned so far!!!)… he guided me through everything with patience, talked a lot about his life before he came out, gave me a lot of advice about areas where I can present as gay more confidently, etc. I’m still embarrassed because I must have came [sic] across as a really annoying 18 year old with way too many questions to ask of him, but I’m so glad I went through four very consensual hours without any pain or regrets or shame

(White gay and cisgender boy/man, age 18).

Theme III: Connection to the LGBTQ+ Community

Participants reported a variety of positive interactions with the broader LGBTQ+ community, whether on an individual level, through personal engagement with media or other representations of the community, or on a more collective level, through engagement with community groups or attending events.

Subtheme I: Representation

Participants engaged with representations of the LGBTQ+ community in various ways, which included: 1) watching, reading, or otherwise consuming media by or about LGBTQ+ people, 2) seeing pride flags or other LGBTQ+ symbols, and 3) studying a curriculum that covered LGBTQ+ history or culture. Participants noted that positive media representation, especially in terms of movies, television, YouTube videos, and news coverage of celebrities, led to feelings of being able to relate to entertainment content, being seen or validated, being less alone, and being proud of an identity. Some participants also used LGBTQ+-focused media as a way to connect with loved ones and get a sense of their stances on the LGBTQ+ community. Participants also enjoyed seeing social safety cues, such as pride flags and signs, as well as rainbow or LGBTQ+-themed clothing and accessories—even naturally occurring meteorological rainbows. Some described significant impacts of seeing these symbols, as shown below:

I saw a lot of people with pride flags on their faces or stickers on their phones/computers which made me feel more human, like I was more important, not just some obscure species.

(Multiracial and Hispanic/Latino/a/x/e asexual cisgender girl, age 12).

School curricula that included or even highlighted LGBTQ+ individuals or their work was also appreciated by SGMA. Participants described this in terms of reading literary texts by gay authors or ones that involved LGBTQ+ themes or characters, as well as learning gender- and sexuality-inclusive sexual education and LGBTQ+ history. Participants also noted times when they were allowed to write papers or do projects on LGBTQ+ topics, such as an individual who conducted a “queer reading of Goblin Market” (White gay and cisgender girl, age 16).

Subtheme II: LGBTQ+ Community Groups and Events

Participants connected to their broader LGBTQ+ community by attending pride events, joining Gender Sexuality Alliance clubs or other affinity groups, participating in school activities like assemblies, and going to or organizing protests. Interestingly, a larger percentage of entries from transgender and non- participants than from cisgender participants involved clubs and other groups. Participants described planning outings to and attending Pride Month events—and other LGBTQ+-centric events—in their cities and broader communities; in particular, they highlighted the community-building aspects of these events like going with friends or meeting new LGBTQ+ people. These events also fostered belonging, as described in the following entry:

Today I went to the [name of county removed for privacy] County Pride Picnic! The picnic was a very welcoming and accepting environment. At the picnic, I felt very prideful! To be surrounded by such an accepting and non-judgmental crowd was awesome. Being apart [sic] of the LGBTQ community has been made much easier because of the support around me.

(White and gay transgender boy, age 17)

School affinity clubs, such as gay-straight or gender and sexuality alliances (GSAs), and outside groups like an LGBTQ+ youth chorus or other LGBTQ+ organizations also provided participants with feelings of belonging and comfort, as well as opportunities to take on leadership roles and meet others with shared identities in their schools or larger communities. In addition to specific clubs, participants described school-wide or school-run assemblies, meetings, and other programs, especially the GLSEN Day of Silence. Lastly, participants engaged in and helped organize marches and protests in varying settings, from the national March for Our Lives to in-school demonstrations against delaying of gender-neutral bathroom designation. While not always LGBTQ+-specific, involvement in activism contributed to feelings of “solidarity” and being “inspired” and “empowered.”

Theme IV: Exploring and Disclosing Identity

In addition to positive social, community, institutional, and cultural experiences regarding SGM identity, participants described the positive impacts of identity development, including individual or internal identity exploration and expression as well as the process of coming or being out.

Subtheme I: Identity Affirmation

Participants related positively to their sexual orientations and gender identities through self-acceptance and pride, as well as through sexual orientation identity expression. Self-acceptance, one of the most frequent positive experiences described by participants, involved participants finding contentedness and empowerment in their identities. For some, this was expressed as a passive comfort or joy in themselves and their various identities—for instance, “I felt pretty happy with myself today” (Black/African American bisexual and cisgender girl, age 14)—while for others, this was a more active and intentional process of continually affirming their own identities, which included, as one participant described, “working on letting myself be more open and not care about my sexuality” (Latino/a/x/e bisexual and cisgender girl, age 14).

Participants also described expressing their sexual orientation through clothing, accessories, hair, and mannerisms. This ranged from wearing rainbow gear on one occasion to developing a sense of personal style and behavior that fit with the participant’s identity and sense of self. The latter is shown here:

I was looking at photos from middle school and freshman/sophomore year… wow! I didn’t really notice, but I’ve changed my appearance pretty drastically between ~2013 and now. I wasn’t thinking about it, but as I became more comfortable with my sexuality (especially last year) I started buying clothes that I liked, instead of those that I thought other people would like. I also changed my hair pretty subtly but in the same way. A year of being out really has changed a lot of the way I present myself in a positive way, so that was a positive to realize :)

(White gay and cisgender boy/man, age 18)

Subtheme II: Outness

Participants recorded positive instances of coming out, publicly disclosing and expressing their sexual orientation or gender identity, and living as openly LGBTQ+ adolescents. For some, this took the form of noting their appreciation of being able to openly share their identity. For others, positive experiences of outness involved confidence and social safety during a disclosure, as well as being able to participate equally in discussions. One person wrote, “i am confident in who i am, so i feel that i will always be accepted. i was able to be around people openly without anyone judging me aloud [sic]” (Black/African American bisexual and cisgender girl/woman, age 18). Coming out was sometimes listed as a positive experience even when the reception was potentially negative: “I stood up to my crazy teacher and kinda came out to him but I don’t know what he thinks” (White asexual and transgender boy, age 14). A few participants even described their friends’ and peers’ positive coming out experiences as a personal ‘high’ for the day.

Theme V: Gender Expression and Affirmation

Gender minority adolescents (GMA) reported some positive experiences related to expression and affirmation of their gender identities that were distinct from those described by cisgender participants. This occurred on the individual level with gender expression and presentation, as well as on an institutional level with gender-affirming healthcare and bathroom access. Importantly, responses from cisgender SGM participants were occasionally also categorized under this theme, particularly for queer adolescents exploring gender expression as an aspect of sexual orientation expression, as well as for cisgender participants advocating for access to gender neutral bathrooms at their schools.

Subtheme I: Gender Expression and Presentation

Descriptions of gender expression were generally divided into two categories: overall happiness with aspects of gender expression, presentation, or ‘passing,’ as well as specific positive experiences with binding. For the former, many participants, especially but not limited to those with gender minority identities, described positive feelings associated access to identity-affirming clothing. For cisgender sexual minority participants, satisfaction with gender expression may have been a form of exploration, expression, and belonging with regard to sexual orientation. Transgender and nonbinary participants specifically described the relationship between clothing and concealing potentially dysphoria-causing body parts. Some participants also noted positive experiences of ‘passing’ as their gender:

I felt really good that I’m able to pass as a boy. I feel like I can live out some of my life as a cis guy now that I pass and I can go bike around and get comics and go to concerts without anyone thinking I’m a freak.

(White gay and transgender boy, age 14)

Other types of entries included reports of general body or presentation-related confidence. In terms of binding, the positive experiences listed included being able to afford and purchase a binder, having parental permission to buy a binder, and wearing a binder or other safe binding material on a given day.

Subtheme II: Gender Affirmation

Gender minority youth found institutional affirmation in access to gender-affirming healthcare—including hormone therapy, surgery, and mental health care—as well as availability of bathrooms that were safe and aligned with the participant’s gender identity. Positive experiences involving healthcare included positive coming out experiences with medical professionals, as well as receiving access to testosterone treatment and top surgery. Participants even found joy in the medical affirmation of their friends, peers, and family members receiving these treatments. Bathroom-related ‘highs’ primarily included access to gender neutral bathrooms, especially in a school setting, but general access to gender-aligned restrooms was also mentioned.

Discussion

This study sought to capture the types of daily queer and transgender joy, such as positive identity experiences, occurring in the lives of SGMA. The data revealed five major themes in these positive and joyful experiences: 1) social support, 2) romantic and sexual relationships, 3) connections to the LGBTQ+ community, 4) exploring and disclosing identity, and 5) gender expression and affirmation. Given our study’s use of qualitative content analysis (Hsieh & Shannon, 2005), our work allowed these five major themes to emerge and be constructed from the data rather than imposing a framework onto them. For the raw data to lead to these distinct thematic groupings indicates that SGMA indeed identify similar experiences as being associated with positive feelings, thus confirming and elaborating upon previously studied aspects of family and peer social support, romantic and sexual relationships, connection to affinity groups and clubs, identity exploration and expression, and gender affirmation. Many of the experiences described by participants align with existing areas of the literature, emphasizing the importance of further research within these areas and suggesting that current research addresses experiences that SGMA find relevant and important.

Multiple dimensions of social support emerged as positive themes in our sample of SGMA; these findings provide evidence that SGMA view social support as an important type of joyful experiences, highlighting the need to understand its impacts and connections to health and wellbeing. The social support theme, particularly family acceptance and support, is consistent with prior research, which has linked family acceptance and support to increased feelings of self-esteem (Ryan et al, 2010) and less shame and guilt (Mereish et al., 2021). Family support and acceptance has also been found to serve as a protective factor against negative mental health outcomes such as depression, suicidality, substance abuse (Mereish et al., 2021, 2023; Ryan et al., 2010) and psychological distress (McConnell et al., 2016). Extant literature has also demonstrated mixed effects of romantic and sexual relationships on SGMA wellbeing, with protective impacts depending on specific SGM identity and other demographic factors (Whitton, Dyar, et al., 2018; Whitton, Godfrey, et al., 2020). In addition to demonstrating the importance of social relationships and support, our findings contribute to prior research by further specifying the positive aspects of relationships and forms of support that might be investigated in more depth, such as identity affirmation, quality time spent together, and generalized support.

SGMA in our study also explored positive associations related to their connections to the LGBTQ+ community at large. Positive connections to gender-sexuality alliances (GSAs) and other affinity groups, have been heavily studied in SGMA. Engagement in GSAs is related to feelings of empowerment and improved mental health among SGMA (Poteat et al., 2020). In terms of exploring and disclosing identity, our findings are consistent with prior literature, which has found that outness to peers, teachers, and school staff is correlated with higher victimization but also higher self-esteem and lower depression in SGM middle and high school students (Kosciw et al., 2014). One literature review found that sexuality self-acceptance is negatively correlated with psychological distress and positively correlated with psychological well-being across several studies (Camp et al., 2020).

Gender minority adolescents in our study discussed the benefits associated with experiencing gender validation through both interpersonal and institutional gender affirming processes. Particularly, participants reported on the benefits associated with positive feedback related to their gender identity; such is aligned with prior research on gender minority youth, where gender minority youth whose gender-affirming chosen names are used in more contexts (e.g., family, classmates) have decreased levels of mental health concerns like depression and suicidality (Russell et al., 2018). Further, prior research on gender affirmation has found that gender-affirming medical care is linked to reduced odds of depression and suicidality in gender minority youth (Tortdoff et al., 2022).

In addition, this study has presented more novel areas of SGMA joy in daily life—such as lesser studied dimensions of gender affirmation and expression, media and other representation, and unique forms of support provided by LGBTQ+ peers and communities—that could be used as potential resilience- and resistance- building and affirming interventions. Little to no research has been conducted on gender-affirming bathroom access as a resilience factor or buffer against minority stress, but bathroom discrimination and lack of access have been shown to increase the odds of depression and suicidality in gender minority youth (Price-Feeney et al., 2021). Thus, our study’s findings provide evidence that future research should examine the impact of access to gender-affirming bathrooms as a potential resilience factor among gender minority adolescents.

Additionally, while representation is discussed widely in popular culture, fewer studies have evaluated the importance of positive representation for SGMA. Previous, relatively limited research has demonstrated some positive effects of media representation—one qualitative study found that television with sexual minority characters led to increased feelings of pride, comfort, and acceptance among sexual minority individuals (Gomillion & Giuliano, 2011). Media representation has also been found to play a role in coping and escapism, feelings of strength, fighting back against discrimination, and promoting a sense of community in college-aged SGM youth (Craig et al., 2015). However, given that positive media representation was the most frequent subtheme in this study, these portrayals may play an even bigger role than indicated in past studies, perhaps because media provides a common day-to-day way in which SGMA can connect positively to their identities both privately and with others.

Our results also indicate that the fairly simple action of putting up a symbol like a pride flag or rainbow sticker in a visible place is commonly viewed as a positive event for SGMA and may be a simple, affordable intervention. Aside from positive media representation and self-acceptance, flags and symbols were the most frequently endorsed aspect of daily positive experiences for SGMA participants—more often than any form of social support or broader community connection. While this may also reflect a relative lack of other positive encounters, it certainly demonstrates that LGBTQ+ symbols are noticed by and important to SGMA as positive identity-related experiences and may serve as social safety cues. This idea has been extremely understudied. Among the extant literature, SGMA use pride flags and other rainbow symbols to express their membership in the LGBTQ+ community, experience positive feelings upon seeing such symbols, and interpret them as social safety cues, such as indicators of a place, organization, or person’s supportiveness and affirmation (Wolowic et al., 2017). Similarly, the display of affirming badges, stickers, posters, and signs in school spaces or worn by teachers was found to signal that the school environment was more inclusive (Jarpe-Ratner et al., 2022). Overall, these symbols represent social safety cues that affirm and provide a sense of safety and inclusion. Our study emphasizes the importance of further researching the impact of social safety cues and how they could best be implemented to enhance resilience.

While groups like GSAs have been studied in depth (Poteat et al., 2020), more informal connection and belonging fostered by SGM friends and peers—as well as through engagement with community Pride events—have not been fully evaluated in the literature as potential resilience and joyful factors for SGMA. Belonging among SGM peers and time spent with SGM peers were both in the top ten most frequent subthemes and were often accompanied by moving and emotional statements about the important thereof. While there is very limited research on the importance of SGM peer connections, one study found that SGM friendships provided greater closeness and aided in identity development (Paceley et al., 2017). As such, our study indicates that important positive aspects of SGMA life have been understudied and require further analysis as potentially vital resilience factors.

Potential Interventions and Applications

Given our study’s focus on positive identity-related experiences for SGMA, several areas emerged as salient and targetable dimensions for future interventions to improve the wellbeing of SGMA. Many of our study participants relayed themes regarding positive experiences of community connectedness with their fellow LGBTQ+ peers. Indeed, then, structural interventions which seek to bolster SGM affinity spaces–such as GSAs–and facilitate overall connectedness to the LGBTQ+ community are worth exploring in future research. Ultimately, we call on educators and administrators to prioritize not only the creation of GSA spaces in schools, but to also incentivize their retention through continued professional development for GSA advisors (such as LGBTQ+ identity-specific cultural humility training), and structural support (such as funding) for GSAs, in order to allow GSAs to become fully realized spaces for SGMA social connection, identity affirmation, belonging, and development. Further research is also needed to determine which specific activities and structures within GSAs are beneficial towards improving the psychosocial well-being of SGMA (Poteat et al., 2020; Truong & Zongrone, 2022).

Additionally, many participants in our study highlighted the joy they experienced in being represented through an LGBTQ+ inclusive school curriculum and media. Accordingly, LGBTQ+ inclusive curriculums have been theorized as a step towards creating anti-oppressive and liberatory school environments (Schey, 2023). Future interventions should explore training and implementation efforts for educators on affirming approaches to teaching SGM topics. Similarly, efforts to increase SGM representation in the media is necessary to increase affirmation and reduce stigma.

Structural policies have unique impacts on the psychosocial well-being of SGMA. For example, Black and Latinx/e adolescents living in states with the high levels of anti-LGBTQ+ stigma reported a greater risk of reporting depressive symptoms (Jackson et. al, 2023). States with fewer anti-LGBTQ+ policies–for example, fewer laws that restrict the right of teachers to raise SGM issues in school, alongside bans that restrict anti-bullying regulations for SGM youth–were found to be associated with greater pronoun and name use in schools for gender minority youth (Renley et al., 2022). Taken alongside our study findings, in which participants reported joy in relation to experiencing interpersonal and structural gender affirmations, we suggest that greater structural advocacy and protections are necessary to support the well-being of SGMA. State and federal legislatures must resist the trend of proliferating anti-LGBTQ+ policies, and instead, promote legislature which seeks to provide structural supports for SGMA. These supports can take the form of expanding access to gender affirming care, promoting the discussion of LGBTQ+ identities and history in school environments, enabling protections against bullying for SGMA in schools, and promoting funding for gender-neutral restrooms (both within and outside of school environments).

Beyond these efforts, clinicians working with SGMA have an opportunity to facilitate experiences of identity-related joy with their clients. Recent work has sought to expand psychotherapeutic interventions for SGMA and SGMA of color which specifically facilitate identity affirmation, coping skill development, and resilience against experiences of minority stress (Bauermeister et al., 2022; Poquiz et al., 2022). Taken in context with our findings, clinicians can build upon these frameworks to incorporate identity affirmation throughout their psychotherapeutic practice. This can take the form: of using gender affirming language and pronouns, exploring identity development and self-definition of SGM identities with adolescents as appropriate, and facilitating referrals and connections to identity affirming LGBTQ+ peer spaces.

Strengths, Limitations, and Conclusions

The present study provides a broad, non-prescriptive analysis of the experiences that SGMA themselves deem to be their most significant joyful positive identity-related occurrences on a day-to-day basis. Narrower quantitative research has focused primarily on linking individual, pre-determined environments and experiences to resilience and other social, medical, and psychological outcomes; conversely, more qualitative work has described resilience factors or positive experiences within a given environment. While both approaches have led to increased understanding of the experiences, wellbeing, and health of SGMA, neither has allowed for a more comprehensive view of what these young people find most positive in their daily lives. By using a micro-longitudinal daily diary method in which participants could respond daily over a 21-day monitoring period, the present study allows for reporting of enjoyable and affirming events as they occur, rather than relying on a single reporting of less immediate memories.

In addition to our study’s strengths, there are several weaknesses that are important to address. Potential weaknesses of the study include a narrow geographic participant distribution limited to a Mid Atlantic metropolitan area in the United States. As such, further research is needed to explore how positive identity experiences of SGMA may differ across regional contexts, especially for SGMA in more rural or potentially more stigmatizing locations. Recruitment through LGBTQ+ community groups and resources allowed for direct access to SGMA as potential participants; however, it may have contributed to an oversampling of SGMA who were out and more connected to the broader SGM community than the general population. Additionally, though the participant sample was racially diverse and included gender minority adolescents, no participants identified as transgender girls or women and thus the findings cannot be generalized to this population. Since transgender girls and women—particularly transgender women of color—are particularly vulnerable to a variety of minority stressors, understanding the resilience factors and the daily positive experiences they encounter and find important requires further research.

This study aimed to describe and understand the joyful and positive daily experiences reported by SGMA. As demonstrated above, the themes that emerged aligned with previous foci of research on SGMA, although the results of the present study suggest that aspects like the effects of affirming gender expression, the impacts of media featuring acceptance/normality of LGBTQ+ life, presence of social safety and affirmation cues, and the role of having similarly identified friends and LGBTQ+-specific support and connection networks are largely understudied and novel. Future research and interventions should attempt to harness the protective nature of such factors to promote the overall health and wellbeing of SGMA.

Public Significance Statement.

This study suggests that sexual and gender minority adolescents find joy and resilience in social support, romantic and sexual relationships, connections to the LGBTQ+ community, exploring and disclosing identity, and gender expression and affirmation. Within these larger themes, those that have been more minimally covered in prior literature included gender affirmation, media representation, and LGBTQ+ peer support, which seemed particularly worth additional study and evaluation as potential targets of resilience- and resistance-enhancing interventions in the future.