Fingerhut, AW;
Frost, DM;
(2020)
Feedback Between Psychological Science and Policy in the Context of Same-Sex Couples.
Policy Insights from the Behavioral and Brain Sciences
, 7
(2)
pp. 91-98.
10.1177/2372732220941536.
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Abstract
Psychological science informed recent policy changes granting increased rights for same-sex couples. Understanding that the link between science and policy goes both ways, how should policy inform the next generation of research concerning same-sex couples and sexual minority individuals? This article presents ways that psychological research influenced marriage policy and then puts forth suggestions for future research for the attention of scholars, funders, and policymakers. These include examinations of minority stress in the age of marriage equality; new stressors for same-sex couples including legal divorce; relationship expectations and experiences for emerging adults; and the potential impact of marriage equality for mixed-sex couples including a further challenge to strict gender roles in marriage. The article ends by acknowledging the need for continued application of research to emerging policy questions affecting same-sex couples and sexual minority individuals.
| Type: | Article |
|---|---|
| Title: | Feedback Between Psychological Science and Policy in the Context of Same-Sex Couples |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1177/2372732220941536 |
| Publisher version: | https://doi.org/10.1177/2372732220941536 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | same-sex couples, marriage equality, policy, romantic relationships, minority stress |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10111903 |
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