Dominants, Submissives, and Bottom-up Text Analysis: Exploring BDSM Roles Through Romantic and Erotic Narratives.

Powerplay, or the consensual power exchange between "Dominant" and "submissive" (D/s) role partners, is common practice within BDSM culture. To many BDSM practitioners, their D/s role is an integral part of their sexual identity, informing not only their sexual scripts but also their non-sexual social interactions. Linguistic Inquiry and Word Count (LIWC) text analysis software was used to process 261 participants' responses to prompts asking them to write erotic and relationship-themed narratives. Using a data-driven approach to model selection, we regressed participants' engagement in BDSM and D/s powerplay role identification on standardized language frequencies. Stories from more active BDSM practitioners' narratives used more perceptual words, suggesting potentially mindful, intimate, and detailed storytelling, whereas non-practitioners used more tentativeness and death in their writings. Moreover, language reflected D/s role attributes, with Dominants exhibiting ownership, responsibility, and other-focus, and submissives referencing power dynamics and self-focus in their responses. Findings are consistent with existing literature on BDSM power relationships and relate to psychosexual well-being.

Come Out, Get Out: Relations Among Sexual Minority Identification, Microaggressions, and Retention in Higher Education.

Heterosexism, in the form of microaggressions, contributes to hostile, anti-lesbian, gay, bisexual, transgender, and queer (LGBTQ) college campus climates, thereby limiting sexual and gender minority students' social engagement and academic persistence. Using Tinto's model of institutional departure, we examined the degree to which experiencing microaggressions affects sexual minority college students' retention as a function of their feelings of discomfort in the classroom. Mediation analyses were performed on a subsample of data from 152 self-identified LGBTQ college students at a southern university in the United States to examine relations among experiences of self-reported microaggressions, self-rated classroom discomfort, and expressed intentions to transfer from the university. Self-reported discomfort in the classroom accounts for the relation between experiences of microaggressions and LGBTQ students' intentions to transfer from the university. Specifically, LGBTQ students who experienced microaggressions more often reported greater discomfort in their classrooms and reported fewer intentions to continue studying at their university. Universities should strive to implement campus-wide programs that help minimize microaggressions, encourage cultural competency and comfort in the classroom, and combat anti-LGBTQ prejudice to better support students in their day-to-day academic endeavors. LGBTQ students who feel safe and supported in the classroom may be protected from heterosexism and social isolation and, thereby, may be more likely to persevere in their academic pursuits.