STIs and Stigma: Effects of STI Diagnoses and Sexual/Gender Minority Identity on Perceptions of Potential Partners

Autor/inn/en	Sanchez, Rebecca E.; Ringel, Megan M.; Goldey, Katherine L.
Titel	STIs and Stigma: Effects of STI Diagnoses and Sexual/Gender Minority Identity on Perceptions of Potential Partners
Quelle	In: American Journal of Sexuality Education, 18 (2023) 1, S.84-114 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ringel, Megan M.) ORCID (Goldey, Katherine L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-6128
DOI	10.1080/15546128.2022.2070566
Schlagwörter	Sexually Transmitted Diseases; Sex Education; Vignettes; Clinical Diagnosis; Sexuality; Intimacy; Interpersonal Relationship; LGBTQ People; Social Bias; Accuracy; Educational Needs; Sexual Identity; Participant Characteristics; Semantic Differential; Rating Scales + Suchen Sie Ihr Suchwort? Sexual transmitted disease; Geschlechtskrankheit; Sex instruction; Sexualaufklärung; Sexualerziehung; Sexualkunde; Sexualität; Intimität; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Educational need; Bildungsbedarf; Geschlechtsidentität; Sexuelle Identität; Rating-Skala
Abstract	This study tested how an STI diagnosis influences perceptions of hypothetical romantic/sexual partners. In an online experiment, participants (n = 189) were randomly assigned to one of five vignette conditions, which varied in how a potential partner's STI status was described. HSV or HIV-positive status (with treatment) decreased the likelihood that participants would have sex or a relationship with the target. However, LGBTQ participants were less likely to consider an STI diagnosis a deal-breaker relative to cisgender, heterosexual participants. Results highlight a need for accurate sex education content about living with treatable but incurable STIs. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01