Tag Archives: developmental psychology

Reprinted from Evidence-based Living, a project of the Bronfenbrenner Center for Translational Research.

Diversity in sexual orientation—whether gay, straight, bisexual, or somewhere in between—has sparked long-standing controversies across the globe. In the United States, recent debates have centered around the civil rights for same-sex couples. In many other countries, homosexuality is considered illegal; in some, it’s punishable by death.

Often, these social and political debates refer to the “science of homosexuality” —or what we really know about why individuals are attracted to particular sexes. If you’ve followed these debates, you’ve likely heard people refer to the idea that homosexuality is genetic, or that it is a choice people make. But what does science really tell us about sexual orientation?

A new systematic review and commentary published in the journal Psychological Science in the Public Interest takes a sweeping look at what the evidence says about homosexuality and sexual orientation in general. While the articles draw some conclusions about the causes and connections that lead to different sexual orientations, they also point out what we don’t know about homosexuality.

Here’s what we do know:

  • Across research papers, somewhere between 2 and 11 percent on people report experiencing same-sex attractions. The exact number varies depending on how the question is asked and how the research paper categorizes homosexuality.
  • Children who do not conform to gender identities—for example, boys who wear dresses or girls who act as “tomboys”—are more likely to identify as not heterosexual later in life. This applies to cultures across the globe, no matter what their gender roles.
  • Political attitudes about sexual orientation are connected to people’s understanding of the causes of same-sex behavior. People who believe that homosexuality is immoral tend to believe that sexuality is a choice or is influenced by social factors. Those who support free expression of sexuality tend to believe there are biological factors that influence sexual orientation.
Ritch Savin-Williams

Ritch Savin-Williams, Professor in Human Development

In a commentary published with the systematic review, Cornell Human Development Professor Ritch Savin-Williams offers evidence of a continuum of sexual orientation that includes a wide variety of classifications, including people who are “mostly straight” with a small degree of same-sex attraction or people who are “mostly gay or lesbian” with some attraction to opposite-sex partners. Taking into account these groups, the prevalence of people experiencing at least some same-sex feelings may be much broader than is represented in many studies.

“Traditionally, we’ve thought of sexual orientation in terms of three categories: you are or identify as straight, bisexual, or gay/lesbian,” he explained. “But recent research from a different perspective strongly suggests that this view mischaracterizes a significant number of people who have varying degrees of opposite-sex and same-sex romantic and sexual attractions and the ratio might well vary across contexts and time. That is, rather than categories there is a spectrum of sexualities and the in between points along a continuum constitute perhaps a quarter of all individuals, especially if you consider their infatuations, crushes and romantic feelings. Recognizing this reality has the potential to subvert any us-versus-them perspective, thus promoting the sexual and romantic commonality we have with each other.”

What the data do not tell us definitively is the why people have different sexual orientations. But there is evidence that there are multiple contributing factors, some of which we don’t yet understand.

The most scientifically plausible theories, according to the review, propose that sexual orientation is a product of biology and social factors, to varying degrees for different people.

For example, there is credible evidence across cultures that, for men, their birth order has some effect on their sexual orientation. Men with more older brothers are significantly more likely to identify as gay compared with first-born sons or men with older sisters. This is likely related to evidence that prenatal hormones affect the sexual orientation of boys. There is also clear evidence that specific genetic profiles contribute to sexual orientation, but likely interact with other factors.

What’s the take-home message here? There is a lot we don’t yet understand about how individuals develop their gender identity and sexual orientation. But it is absolutely clear that there are a wide variety of factors—both biological and social—that play into each person’s sexual identity.

Felix Thoemmes

Felix Thoemmes

Felix Thoemmes, an assistant professor in the Department of Human Development was part of team of researchers that examined the effect of taking a gap year before college on student persistence in college.

Reprinted from the Academy of Finland Communications, May 12, 2015

A gap year between high school and the start of university studies does not weaken young people’s enthusiasm to study or their overall performance once the studies have commenced. On the other hand, adolescents who continue to university studies directly after upper secondary school are more resilient in their studies and more committed to the study goals. However, young people who transfer directly to university are more stressed than those who start their studies after a gap year. These research results have been achieved in the Academy of Finland’s research programme The Future of Learning, Knowledge and Skills (TULOS).

“For young people, the transition from upper secondary school to further studies is a demanding phase in life, and many adolescents are tired at the end of upper secondary school. The demanding university admission tests take place close to the matriculation examination in Finland and require diligent studying from students. For many, a gap year offers an opportunity to take a break and think about future choices while developing a positive view of the future,” says Professor Katariina Salmela-Aro, the principal investigator of the study.

The transition period from secondary education to further studies is a key phase for the development of young people. It is a phase in which adolescents ponder over important future choices regarding educational directions and career goals.

The impact of a gap year on young people’s motivation to study and their future educational path was studied for the first time in the Academy of Finland’s research programme The Future of Learning, Knowledge and Skills. The research was conducted in Finland with the help of the FinEdu longitudinal study, which followed young people for several years after upper secondary school. A corresponding study was conducted concurrently in cooperation with Australian researchers among local youth in Australia.

“In the light of our research findings, a gap year between secondary education and further studies is not harmful, especially if the young person only takes one year off. When these adolescents are compared with those who continue their studies directly after upper secondary school, those who take a gap year quickly catch up with the others in terms of study motivation and the effort they put into their studies,” says Salmela-Aro.

If young people take more than one gap year, however, they may have more difficulties coping with the studies and with study motivation. “In the transition phase, many young people are left quite alone, which may make the transition to a new study phase quite challenging.”

According to the research results, those young people who begin their further studies directly after upper secondary school are more resilient in their studies and more committed to their goals than those who take a gap year. In addition, adolescents who continue their studies immediately after upper secondary school believe in their ability to achieve their goals more than those who start their studies after a gap year. On the other hand, they find studying and aiming for study goals more stressful than the students who take a gap year.

“The research results also suggest that students who take a gap year are slightly more susceptible to dropping out of university later on than those who transfer to university directly after upper secondary school,” says Salmela-Aro.

The study has been published in Developmental Psychology:

I wish I had (not) taken a gap-year? The psychological and attainment outcomes of different post-school pathways. Parker, Philip D.; Thoemmes, Felix; Duinevald, Jasper J.; Salmela-Aro, Katariina. Developmental Psychology, Vol 51(3), Mar 2015, 323–333. http://dx.doi.org/10.1037/a0038667

More information:

  • Professor Katariina Salmela-Aro, Cicero Learning, University of Helsinki and University of Jyväskylä, tel. +358 50 415 5283, katariina.salmela-aro(at)helsinki.fi

Academy of Finland Communications
Riitta Tirronen, Communications Manager
tel. +358 295 335 118
firstname.lastname(at)aka.fi

Last modified 12 May 2015