COMMON CHILDHOOD BACKGROUNDS AND SPORTS PREFERENCES OF HOMOSEXUALS IN BRAZIL TURKEY AND THAILAND 
FERNANDO L. CARDOSO M.A. PHD. 1 2 
1. SANTA CATARINA STATE UNIVERSITY [UNIVERSIDADE ESTADO SANTA CATARINA] – BRAZIL. 
2. TO WHOM CORRESPONDENCE SHOULD BE ADDRESSED AT RUA BENEVENUTA BARTLET JAMES 69 
FLORIANOPOLIS/ STA. CATARINA/ BRAZIL. CEP. 88.015-630. E-MAIL D2FLC@UDESC.BR 
RUNNING HEAD HOMOSEXUAL CHILDHOOD BACKGROUNDS 
CORRESPONDENCE AND GALLEY PROOFS 
FERNANDO LUIZ CARDOSO M.A. PHD. 
RUA BENEVENUTA BARTLET JAMES 69 
FLORIANOPOLIS/ STA. CATARINA/ BRAZIL 
CEP 88.015-630. 
(55) (48) (3225-2496) 
E-MAIL D2FLC@UDESC.BR 
ABSTRACT 
THIS RESEARCH USED INTERVIEW AND QUESTIONNAIRE DATA FROM MALE "HOMOSEXUALS" (N=180) "BISEXUALS" (N=180) AND "EXCLUSIVE HETEROSEXUALS" (N=520) BETWEEN 20 AND 30 YEARS OF AGE FROM WORKING AND MIDDLE CLASSES IN THREE COUNTRIES BRAZIL TURKEY AND THAILAND. THE MAIN GOAL WAS TO EXAMINE CHILDHOOD BACKGROUNDS AND SPORTS PREFERENCES THAT MIGHT DISTINGUISH HOMOSEXUALS FROM HETEROSEXUALS. IN ALL THREE CULTURES AND BOTH CLASSES HOMOSEXUALS WERE MORE LIKELY CHILDREN TO HAVE WANTED TO BE GIRL TO CROSS-DRESS TO PLAY WITH GIRLS TO GIRLS’ TASKS AND TO PRACTICE FEWER SPORTS. THEY WERE ALSO LESS LIKELY TO BULLY OTHERS OR TO ENGAGE IN PHYSICAL FIGHTS. CHILDREN HOMOSEXUALS WERE MORE LIKELY TO PREFER PLAYING VOLLEYBALL AND SWIMMING RATHER THAN PLAYING SOCCER AND ADULTS THEY PREFERRED WATCHING GYMNASTICS AND SWIMMING OVER SOCCER. 
KEY WORDS SEXUAL ORIENTATIONS SPORTS ORIENTATION HOMOSEXUALITY AND CHILDHOOD BACKGROUND TURKEY BRAZIL THAILAND. 
INTRODUCTION 
THROUGHOUT THE 
THIS STUDY COMPARES THE CHILDHOOD BACKGROUNDS AND SPORTS PREFERENCES OF HOMOSEXUALS BISEXUALS AND HETEROSEXUALS IN MIDDLE AND LOWER CLASSES IN THREE CULTURES. ALTHOUGH THE SOCIETIES EXAMINED HERE ARE ALL DEVELOPING COUNTRIES THEY ARE VERY DIFFERENT IN TERMS OF RELIGION AND CULTURAL TRADITIONS. 
CLARIFYING CROSS-CULTURAL DIFFERENCES AND SIMILARITIES IS IMPORTANT NOT ONLY FOR THEORETICAL BUT ALSO FOR PRACTICAL REASONS. IN ORDER TO GUARANTEE THE INCLUSION OF HOMOSEXUALS IN PHYSICAL ACTIVITIES IN SCHOOLS AND OTHER INSTITUTIONS WE NEED TO UNDERSTAND BETTER THE KINDS OF ACTIVITIES THAT MOST APPEAL TO THESE POPULATIONS. YET THE IMPLICATIONS OF SEXUAL ORIENTATION FOR SPORTS ACTIVITIES HAVE RECEIVED LITTLE ATTENTION. IN REVIEW OF 982 MANUSCRIPTS PUBLISHED IN PHYSICAL EDUCATION JOURNALS LIKE JSEP JASP AND TAP DUDE AND ALLISON (1990) FOUND THAT ONLY 1.22% ADDRESSED THE QUESTION. 
METHODS 
FOR THIS STUDY I USED QUESTIONNAIRE AND INTERVIEW DATA FROM YOUNG MALES IN FLORIANOPOLIS (BRAZIL) ISTANBUL (TURKEY) AND BANGKOK (THAILAND). FOR EACH CULTURE I WANTED TO DISTINGUISH WORKING CLASS FROM MIDDLE-CLASS MALES. IN DEVELOPING COUNTRIES FEW WORKING CLASS PEOPLE HAVE HIGH SCHOOL EDUCATION AND EVEN FEWER GO TO COLLEGE WHILE MIDDLE-CLASS YOUTHS NORMALLY RECEIVE UNIVERSITY EDUCATION. FOR THIS REASON QUESTIONNAIRES WERE GIVEN TO UNIVERSITY STUDENTS TO FILL OUT THEMSELVES WHILE FIELD ASSISTANTS USED THE SCHEDULES TO CARRY OUT PERSONAL INTERVIEWS AMONG LESS-EDUCATED WORKING CLASS MALES. 
QUESTIONNAIRES AND INTERVIEW SCHEDULES 
THE QUESTIONNAIRES AND INTERVIEW SCHEDULES WERE IDENTICAL. I HAD THE SCHEDULES TRANSLATED FROM ENGLISH TO PORTUGUESE THAI AND TURKISH AND THAN BACK TRANSLATED TO VERIFY ACCURACY. THE QUESTIONNAIRE/INTERVIEW SCHEDULE COVERED MALES’ SEXUAL PRACTICES (BEHAVIORS) ORIENTATIONS (PREFERENCES) AND IDENTITIES (SELF-IDENTIFICATION/LABELLING) WELL OTHER VARIABLES OF THEORETICAL INTEREST. MORE COMPLETE DESCRIPTION CAN BE FOUND IN CARDOSO (2004). 
SAMPLING PROCEDURES 
MY ORIGINAL INTENT WAS TO USE STRATIFIED SAMPLE OF 160 MALE “HETEROSEXUALS” 30 “BISEXUALS” AND 30 “HOMOSEXUALS” FROM THE PROFESSIONAL CLASS OF EACH CULTURE AND 50 “HETEROSEXUALS” 30 “BISEXUALS” AND 30 “HOMOSEXUALS” FROM THE WORKING CLASSES OF EACH CULTURE. I CLASSIFIED MEN INTO THE THREE SEXUAL CATEGORIES BASED ON INFORMATION REPORTED IN THE QUESTIONNAIRES OR INTERVIEW SCHEDULES. THE CLASSIFICATIONS WERE FOLLOWS 
1) "HOMOSEXUALS" -- MEN WHO REPORTED HAVING FANTASIES OR SEXUAL PRACTICES BASICALLY WITH OTHER MALES. 2) "BISEXUALS" -- MEN WHO REPORTED HAVING SEXUAL PRACTICES BASICALLY WITH WOMEN BUT IN ADDITION REPORTED HAVING HAD AT LEAST ONE SEXUAL EXPERIENCE WITH ANOTHER MALE OR HAVING HAD SEXUAL FANTASY ABOUT MALES DURING MASTURBATION. PROBABLY MANY OF THESE MALES WOULD BE LABELLED “BICURIOUS” RATHER THAN “BISEXUALS” IN THE USA AND NORTHERN EUROPE; 
3) "PERSISTENT HETEROSEXUALS" -- MEN WHO REPORTED NEVER HAVING HAD SEX WITH OTHER MALES AND NEVER HAVING HAD ANY SEXUAL FANTASIES ABOUT MALES.1 
IN ALL THREE COUNTRIES MY LOCAL RESEARCH ASSISTANTS AND I FIRST WENT TO UNIVERSITY CAMPUSES AND WORKING CLASS NEIGHBORHOODS. IN THE CASE OF THE PROFESSIONAL CLASSES OF BRAZIL AND THAILAND I DISTRIBUTED QUESTIONNAIRES IN UNIVERSITY CLASSROOMS TO OBTAIN THE “HETEROSEXUAL” SAMPLE. IN TURKEY THIS WAS NOT POSSIBLE SO RESEARCH ASSISTANTS HAPHAZARDLY APPROACHED MEN ON CAMPUSES WHO APPEARED TO BE BETWEEN 20 AND 30 YEARS OLD CONFIRMED THEIR AGE AND INVITED THEM TO TAKE PART IN THE RESEARCH BY FILLING OUT THE ANONYMOUS SURVEY. THIS RESULTED IN SMALLER SAMPLE OF PROFESSIONAL CLASS “HETEROSEXUALS” FOR TURKEY. THIS SAME APPROACH WAS USED IN POOR NEIGHBORHOODS TO OBTAIN THE WORKING-CLASS SAMPLES OF “HETEROSEXUALS” IN ALL THREE CULTURES. ALMOST ALL ACCEPTED TAKING PART IN THE RESEARCH PROCESS. MOST SUBJECTS APPROACHED IN THIS WAY WERE CLASSIFIED “HETEROSEXUALS”. BUT AFTER ANALYZING RESPONSES TO QUESTIONNAIRES I RE-CLASSIFIED SOME “BISEXUALS” OR “HOMOSEXUALS.” TO COMPLETE MY SAMPLES OF “BISEXUALS” AND “HOMOSEXUALS” I USED SNOWBALL TECHNIQUE IN WHICH SUBJECTS INDICATED OTHERS WHO MIGHT PARTICIPATE IN THIS RESEARCH. BECAUSE OF THE UNPREDICTABILITY OF THE SNOWBALLING TECHNIQUE THE FINAL SAMPLES FROM TURKEY DIFFERED SOMEWHAT FROM THE ORIGINAL PROPOSAL. THE FIELDWORK LASTED APPROXIMATELY THREE MONTHS IN EACH CITY. DETAILS ARE REPORTED IN TABLE I. 
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PLEASE INSERT TABLE I HERE 
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RESULTS 
1. PREFERRED SEXUAL PRACTICES 
TABLE II SHOWS THE PREFERRED SEXUAL PRACTICES OF THE DIFFERENT SEXUAL CATEGORIES IN EACH COUNTRY AND SOCIAL CLASS. 
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PLEASE INSERT TABLE II HERE 
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OBSERVE THAT IN ALL THREE CULTURES IN BOTH PROFESSIONAL AND WORKING CLASSES THE HOMOSEXUALS WERE MUCH MORE LIKELY THAN BISEXUALS OR HETEROSEXUALS TO ENJOY RECEIVING ANAL SEX AND PERFORMING FELLATIO. AMONG WORKING CLASS MALES IN ALL THREE CULTURES AND AMONG PROFESSIONAL CLASS MALES IN BRAZIL AND TURKEY BISEXUALS WERE MORE LIKELY THAN HETEROSEXUALS TO ENJOY ACTIVE ANAL SEX.. ALTHOUGH PROFESSIONAL CLASS THAI BISEXUALS REPORTED ENJOYING ACTIVE ANAL SEX SOMEWHAT MORE THAN DID THAI HETEROSEXUALS THIS DIFFERENCE WAS NOT STATISTICALLY SIGNIFICANT. 
2. CHILDHOOD CHARACTERISTICS 
FOR ALL OF THE CULTURES AND SOCIAL CLASSES THE GREATEST DIFFERENCES BETWEEN HOMOSEXUALS AND OTHER SEXUAL CATEGORIES WERE FOUND IN “DESIRE TO BE GIRL” “CROSS-DRESSING ” “PREFERENCE FOR PLAYING WITH GIRLS” “PERFORMING GIRLS TASKS” AND “PRACTICING FEWER SPORTS ACTIVITIES.” IN ADDITION IN ALL OF THE SAMPLES HOMOSEXUALS WERE LESS LIKELY CHILDREN TO HAVE BULLIED OTHERS OR TO LIKE PHYSICAL FIGHTS. DETAILS CAN BE SEEN IN TABLE III. 
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PLEASE INSERT TABLE III HERE 
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3. CHILDHOOD SPORTS PREFERENCES 
TABLES IV AND V SHOW LARGE SIGNIFICANT DIFFERENCES IN TERMS OF SPORTS PREFERENCES. CHILDREN HOMOSEXUALS PARTICIPATED LESS IN SPORTS AND WERE MORE LIKELY THAN HETEROSEXUALS OR BISEXUALS TO PREFER VOLLEYBALL AND SWIMMING WHILE HETEROSEXUALS AND BISEXUALS WERE MORE LIKELY TO PREFER SOCCER. ADULTS HOMOSEXUALS WERE MORE LIKELY TO PREFER WATCHING GYMNASTICS AND SWIMMING WHILE HETEROSEXUALS AND BISEXUALS WERE MORE LIKELY TO PREFER SOCCER.. 
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PLEASE INSERT TABLES IV AND V HERE 
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DISCUSSION 
THIS STUDY FOUND COMMON DIFFERENCES BETWEEN HOMOSEXUALS AND NON-HOMOSEXUALS WITH REGARD TO SPECIFIC SEXUAL PREFERENCES CHILDHOOD BACKGROUNDS AND SPORTS ACTIVITIES IN BRAZIL TURKEY AND THAILAND. MANY OF THE CHILDHOOD PRECURSORS OF HOMOSEXUALITY FOUND IN THIS STUDY CONFIRM EARLIER RESEARCH CARRIED OUT IN THE U.S.-- FOR EXAMPLE THE CORRELATION WITH “DESIRING TO BE GIRL ” “CROSS-DRESSING” (BENTLER 1976; DEVEMPORT 1986; GREEN 1987; GRELLERT NEWCOMB & BENTLER 1982; WHITAM 1983) “PREFERENCE FOR PLAYING WITH GIRLS” “PERFORMING GIRLS TASKS” (BAILEY & ZUCKER 1995; GREEN 1987; HOCKENBERRY 1987) AND THE “PRACTICING OF FEWER SPORTS ACTIVITIES” (GREEN 1987 AND MCCONAGHY BUHRICH & SILOVE 1994). IN ADDITION THIS STUDY SHOWED THAT FEWER HOMOSEXUALS BULLIED OTHERS OR LIKED TO FIGHT IN THEIR CHILDHOOD (AS SUGGESTED BY ELLIS HOFFMAN & BURKE 1990 AND WERNER 1998). 
WITH REGARD TO SPECIFIC SPORTS HOMOSEXUALS PREFERRED VOLLEYBALL AND SWIMMING BUT NOT SOCCER. SIMILAR RESULTS WERE FOUND IN OTHER STUDIES. CARDOSO FELIPE AND HEDEGAARD (2005) COMPARED GENDER “ATYPICAL” BOYS (AS IDENTIFIED BY THEIR PHYSICAL EDUCATION INSTRUCTORS) WITH OTHER CLASSMATES AND NOTICED SIGNIFICANT DIFFERENCES IN THEIR CHOICES FOR SPORTS LIKE SWIMMING VERSUS SOCCER. IN ANOTHER STUDY OF THE SEXUAL ORIENTATION OF FISHERMEN ON THE SOUTH COAST OF BRAZIL CARDOSO (1994A 2002 2005) OBTAINED SIMILAR RESULTS. MEN WITH HOMOSEXUAL OR BISEXUAL ORIENTATION PREFERRED SWIMMING AND CYCLING. 
JUST WHAT IT IS ABOUT THESE DIFFERENT SPORTS THAT ATTRACTS OR REPELS HOMOSEXUALS REMAINS TO BE STUDIED. THE SOCIAL ENVIRONMENT MAY BE ONE IMPORTANT FACTOR. FOR EXAMPLE HOMOSEXUALS MAY AVOID COMBATIVE BODY SPORTS OR PREFER ACTIVITIES WITH LESS PEER PRESSURE. LEWIS & SHOENFELDT (1973) COMPARED 42 HOMOSEXUAL UNIVERSITY STUDENTS TO HETEROSEXUAL CONTROL GROUP IN REGARD TO 19 DIFFERENT ASPECTS OF LIFE EXPERIENCES. HOMOSEXUALS DIFFERED IN 8 OF THE 19 ASPECTS INCLUDING GREATER INTEREST IN SOLITARY ACTIVITIES AND LACK OF INTEREST IN SOCIALLY ORGANIZED ACTIVITIES. YET IN THE STUDY REPORTED IN THIS PAPER ALTHOUGH MANY HOMOSEXUALS ELECTED INDIVIDUAL SPORTS LIKE SWIMMING OTHERS ALSO CHOSE VOLLEYBALL WHICH SUGGESTS THAT GROUP SPORTS IN THEMSELVES ARE NOT THE PROBLEM BUT BODY CONFRONTATION MAY BE. MCCONAGHY BUHRICH AND SILOVE (1994) FOUND CORRELATIONS BETWEEN THE LEVELS OF HOMOSEXUALITY AND THE AVOIDANCE OF SPORTS INVOLVING PHYSICAL CONTACT IN CHILDHOOD AND ADOLESCENCE. 
COGNITIVE DIFFERENCES MAY ALSO BE IMPORTANT. FOR EXAMPLE MALE HOMOSEXUALS SCORE CLOSER TO FEMALES IN SPATIAL COGNITIVE TASKS (RAHMAN WILSON & ABRAHAMS 2003; WILSON & RAHMAN 2005) WHICH MAY DISCOURAGE HOMOSEXUALS FROM SPORTS INVOLVING HITTING TARGETS OR ENGAGING IN COMPLEX SPATIAL CALCULATIONS (LIKE SOCCER). 
FINALLY HOMOSEXUALS MAY DIFFER IN MOTOR CAPACITY. MANY OF THE SPORTS PREFERRED BY HOMOSEXUALS INVOLVE MORE CYCLIC ACTIVITIES LOW COMPLEXITY AND HIGH ORGANIZATION CHARACTERISTICS PROPOSED BY XAVIER (1986) THAT COULD BE USED TO GAUGE AND COMPARE MOTOR OR SPORTS ORIENTATION IN TRANSCULTURAL STUDIES. 
AN ADDITIONAL QUESTION CONCERNS THE PREFERENCE OF HOMOSEXUALS FOR PLAYING WITH GIRLS. WERNER (1998; 2006) HAS SUGGESTED THIS PREFERENCE MAY REFLECT MORE SUBMISSIVE PERSONALITY ON THE PART OF HOMOSEXUALS RATHER THAN SIMPLY CROSS-GENDERED IDENTITY. THAT IS HOMOSEXUALS MAY PLAY WITH GIRLS SIMPLY TO AVOID BEING BULLIED BY OTHER BOYS. THE HOMOSEXUALS IN ALL THE CULTURES AND CLASSES STUDIED HERE WERE LESS LIKELY TO BULLY AND MORE LIKELY TO AVOID FIGHTS CHILDREN SUGGESTING THAT THIS QUESTION DESERVES MORE ATTENTION ON THE PART OF BOTH RESEARCHERS AND PHYSICAL EDUCATION TEACHERS. 
THIS STUDY IS ONLY FIRST ATTEMPT AT CLARIFYING CROSS-CULTURAL SIMILARITIES AND DIFFERENCES IN HOMOSEXUALITY. NORENZAYAN & HEINE (2005) HAVE SUGGESTED ONE OF THE BEST STRATEGIES FOR CLARIFYING CULTURAL UNIVERSALS OR DIFFERENCES IS MAXIMIZATION OF DIVERSITY. HOPEFULLY FUTURE COMPARATIVE STUDIES WILL EXTEND RESEARCH TO SOME OF THE WORLD’S SIMPLER SOCIETIES SO THAT WE CAN BETTER JUDGE THE MERITS OF BOTH THE “ESSENTIALIST” AND “CONSTRUCTIVIST” PARADIGMS IN HOMOSEXUAL STUDIES. 
ACKNOWLEDGMENTS 
I SHOULD LIKE TO THANK THE PARTICIPANTS OF THE SURVEY WHO HAVE TO REMAIN ANONYMOUS BUT WITHOUT WHOM THIS STUDY WOULD NOT HAVE BEEN POSSIBLE. DR. DENNIS WERNER KINDLY GAVE VALUABLE ADVICE AND SUPPORT DURING THE STUDY. THE AUTHOR EXPRESSES HIS GRATITUDE TO CAPES (BRAZIL) AND TO UDESC (BRAZIL) FOR FUNDING HIS PH.D. IN THE UNITED STATES WHERE THE STUDY WAS PREPARED. 
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TABLE I 
SOCIO-ECONOMIC CHARACTERISTICS OF SAMPLE. 
PARAMETERS 
BRAZIL 
TURKEY 
THAILAND 
LOWER “WORKING” CLASS 
HOMO 
N=30 
BISEX 
N=30 
HETE 
N=50 
HOMO 
N=30 
BISEX 
N=44 
HETE 
N=50 
HOMO 
N=30 
BISEX 
N=30 
HETE 
N=50 
AGE1 
24.7 
SD 3.5 
24.0 
SD 3.6 
22.1 
SD 2 4 
24.6 
SD 3.7 
25.4 
SD 3.4 
24.5 
SD 3.4 
24.9 
SD 3.9 
24.9 
SD 4.1 
26.6 
SD 3.6 
COLLEGE DEGREE2 
0 
0% 
0 
0% 
0 
0% 
0 
0% 
0 0% 
0 0% 
0 
0% 
0 0% 
0 0% 
CONSUMER ITEMS INDEX3 
0.7 
SD 1.1 
0.9 
SD 1.1 
0.6 
SD 0.9 
2.0 
SD 1.2 
1.2 
SD 0.8 
1.2 
SD 0.9 
0.8 
SD 1.1 
0.9 
SD 0.7 
0.8 
SD 0.7 
MIDDLE “PROFESSIONAL” CLASS (UNIVERSITY STUDENTS) 
HOMO 
N=30 
BISEX 
N=30 
HETE 
N=160 
HOMO 
N=30 
BISEX 
N=16 
HETE 
N=50 
HOMO 
N=30 
BISEX 
N=30 
HETE 
N=160 
AGE1 
24.8 
SD 3.3 
23.0 
SD 3.3 
22.1 
SD 2.3 
25.4 
SD 2.6 
24.3 
SD 3.7 
22.8 
SD 2.0 
23.8 
SD 3.6 
22.9 
SD 3.7 
21.8 
SD 2.1 
COLLEGE DEGREE2 
30 
100% 
30 100% 
160 
100% 
30 
100% 
16 100% 
50 100% 
30 
100% 
30 100% 
160 100% 
CONSUMER ITEMS INDEX3 
2.3 
SD 1.1 
2.6 
SD 1.1 
2.5 
SD 1.0 
3.0 
SD 1.2 
2.1 
SD 1.3 
2.0 
SD 1.0 
2.9 
SD 1.1 
3.3 
SD 0.9 
3.0 
SD 1.1 
NOTE 1. QUESTION AGE ____ YEARS OLD. MEAN OF AGE STATED BY THE SUBJECTS. 
2. QUESTION EDUCATION PERCENT WITH SOME COLLEGE 
3. QUESTION YOU HAVE THE FOLLOWING CONSUMER ITEMS AT YOUR HOME OR YOUR FAMILY’S HOME (CAR; COMPUTER; CABLE TV; AIR CONDITIONING/HEATING SYSTEM).MEAN NUMBER OF ITEMS AT HOME 
TABLE II 
PREFERRED SEXUAL PRACTICES AND SEXUAL CATEGORIES 
. 
HOMOSEXUALS 
BISEXUALS 
HETEROSEXUALS 
F (P<) 
BRAZIL PROFESSIONAL CLASS 
RECEPTIVE ANAL SEX *1 
1.4C 
.6A 
.04B 
147.0 (.001) 
ACTIVE ANAL SEX *2 
1.7B 
1.7B 
1.4A 
5.4 (.005) 
VAGINAL PENETRATION *3 
.63A 
1.9B 
1.9B 
141.0 (.001) 
PERFORMING FELLATIO *4 
1.6C 
.72B 
.07A 
150.7 (.001) 
PERFORMING CUNNILINGUS *5 
.27A 
1.59B 
1.60B 
71.1 (.001) 
RECEIVING FELLATIO *6 
1.9 
1.8 
1.9 
.22 N.S. 
MUTUAL MASTURBATION *7 
1.6 
1.6 
1.4 
2.0 N.S. 
TURKEY PROFESSIONAL CLASS 
RECEPTIVE ANAL SEX *1 
1.4A 
.38B 
.0C 
80.8 (.001) 
ACTIVE ANAL SEX *2 
1.5A 
1.9A 
.9B 
20.0 (.001) 
VAGINAL PENETRATION *3 
.33A 
1.4B 
1.7B 
45.5 (.001) 
PERFORMING FELLATIO *4 
1.5A 
.31B 
.06B 
85.4 (.001) 
PERFORMING CUNNILINGUS *5 
.24A 
1.3B 
1.1B 
28.2 (.001) 
RECEIVING FELLATIO *6 
1.6 
1.8A 
1.3B 
3.6 (.04) 
MUTUAL MASTURBATION *7 
1.4B 
1.2B 
0.32A 
30.2 (.001) 
THAILAND PROFESSIONAL CLASS 
RECEPTIVE ANAL SEX *1 
1.2C 
.4B 
0A 
142.0 (.001) 
ACTIVE ANAL SEX *2 
1.2B 
.8A 
.7A 
6.5 (.002) 
VAGINAL PENETRATION *3 
.6A 
1.3B 
1.5B 
33.0 (.001) 
PERFORMING FELLATIO *4 
1.5C 
.4B 
0A 
260.4 (.001) 
PERFORMING CUNNILINGUS *5 
.2A 
1.1B 
1.3B 
34.9 (.001) 
RECEIVING FELLATIO *6 
1.5 
1.4 
1.5 
.4 N.S. 
MUTUAL MASTURBATION *7 
1.2B 
1.1B 
.7A 
8.7 (.001) 
BRAZIL WORKING CLASS 
RECEPTIVE ANAL SEX *1 
1.6B 
.2A 
0A 
150.0 (.001) 
ACTIVE ANAL SEX *2 
1.3B 
1.6B 
.9A 
6.9 (.002) 
VAGINAL PENETRATION *3 
.4A 
1.8B 
1.9B 
85.4 (.001) 
PERFORMING FELLATIO *4 
1.8C 
.2B 
0A 
281.8 (.001) 
PERFORMING CUNNILINGUS *5 
.3A 
.9B 
.6 
4.2 (.02) 
RECEIVING FELLATIO *6 
1.6B 
1.6B 
.9A 
9.2 (.001) 
MUTUAL MASTURBATION *7 
.8 
1.2 
1.0 
1.4 N.S. 
TURKEY WORKING CLASS 
RECEPTIVE ANAL SEX *1 
1.4A 
.14B 
0B 
133.7 (.001) 
ACTIVE ANAL SEX *2 
1.2 
1.3A 
.9B 
2.8 (.07) 
VAGINAL PENETRATION *3 
.6A 
1.8B 
1.8B 
73.9 (.001) 
PERFORMING FELLATIO *4 
1.3C 
.2B 
0A 
87.8 (.001) 
PERFORMING CUNNILINGUS *5 
.1A 
1.3C 
.7B 
29.0 (.001) 
RECEIVING FELLATIO *6 
1.6B 
1.4B 
1.0A 
6.8 (.002) 
MUTUAL MASTURBATION *7 
.9B 
.6A 
.4A 
8.5 (.001) 
THAILAND WORKING CLASS 
RECEPTIVE ANAL SEX *1 
1.4C 
.5B 
0A 
60.5 (.001) 
ACTIVE ANAL SEX *2 
.5 
.7 
.4 
2.0 N.S. 
VAGINAL PENETRATION *3 
.4A 
1.2B 
1.3B 
18.4 (.001) 
PERFORMING FELLATIO *4 
1.2C 
.4B 
0A 
57.1 (.001) 
PERFORMING CUNNILINGUS *5 
.1A 
.9B 
.7B 
16.4 (.001) 
RECEIVING FELLATIO *6 
.9 
1.2 
1.1 
1.1 N.S. 
MUTUAL MASTURBATION *7 
.6 
.7 
.5 
1.2 N.S. 
OBSERVATION MEANS WITH DIFFERENT LETTERED SUPERSCRIPTS ARE SIGNIFICANTLY DIFFERENT FROM EACH OTHER ACCORDING TO DUNCAN POST HOC ANOVA TEST. NOTE 
*1. QUESTION YOU FIND RECEIVING ANAL PENETRATION EXCITING MEAN OF 3 POINT SCALE (0. NOT AT ALL; 1. SOMEWHAT ; 2. VERY MUCH). 
*2. QUESTION YOU FIND ACTIVE (TOP) ANAL PENETRATION SEXUALLY EXCITING MEAN OF 3 POINT SCALE (0. NOT AT ALL; 1. SOMEWHAT ; 2. VERY MUCH). 
*3. QUESTION YOU FIND VAGINAL PENETRATION SEXUALLY EXCITING MEAN OF 3 POINT SCALE (0. NOT AT ALL; 1. SOMEWHAT ; 2. VERY MUCH). 
*4 QUESTION YOU FIND PERFORMING ORAL SEX ON PENIS EXCITING MEAN OF 3 POINT SCALE (0. NOT AT ALL; 1. SOMEWHAT ; 2. VERY MUCH). 
*5 QUESTION YOU FIND PERFORMING ORAL-VAGINAL SEX EXCITING MEAN OF 3 POINT SCALE (0. NOT AT ALL; 1. SOMEWHAT ; 2. VERY MUCH). 
*6 QUESTION YOU FIND RECEIVING ORAL SEX EXCITING MEAN OF 3 POINT SCALE (0. NOT AT ALL; 1. SOMEWHAT ; 2. VERY MUCH). 
*7 QUESTION YOU FIND MUTUAL MASTURBATION (WITH MAN OR WOMAN) EXCITING MEAN OF 3 POINT SCALE (0. NOT AT ALL; 1. SOMEWHAT ; 2. VERY MUCH). 
TABLE III 
CHILDHOOD CHARACTERISTICS AND SEXUAL CATEGORIES. 
PARAMETERS ON CHILDHOOD BEHAVIOR AND FANTASIES. 
HOMOSEXUALS 
BISEXUALS 
HETEROSEXUALS 
F (P<) 
BRAZIL PROFESSIONAL CLASS 
DESIRED TO BE GIRL *1 
.30B 
.18B 
.04ª 
10.5 (.001) 
CROSS-DRESSED CHILD *2 
.40B 
.24 
.11A 
8.0 (.001) 
PLAY MOSTLY WITH GIRLS *3 
2.0B 
1.5A 
1.5ª 
11.9 (.001) 
LIKED TO GIRLS TASKS *4 
1.9C 
1.5B 
1.2A 
28.0 (.001) 
FREQUENCY OF SPORT PRACTICE *5 
2.1B 
2.7A 
2.7A 
14.2 (.001) 
BULLIED OTHERS*6 
.30 
.38 
.36 
.19 N.S. 
LIKED TO FIGHT *7 
1.1B 
1.2 
1.4A 
3.6 (.03) 
TURKEY PROFESSIONAL CLASS 
DESIRED TO BE GIRL *1 
.57B 
.44 
.12A 
6.4 (.003) 
CROSS-DRESSED CHILD *2 
.50B 
.38A 
.08A 
8.5 (.001) 
PLAY MOSTLY WITH GIRLS *3 
2.4B 
1.9A 
1.9A 
10.0 (.001) 
LIKED TO GIRLS’ TASKS *4 
.97B 
.67 
.38A 
8.4 (.001) 
FREQUENCY OF SPORT PRACTICE *5 
1.9B 
2.5A 
2.7A 
16.6 (.001) 
BULLIED OTHERS*6 
.23B 
.81A 
.82A 
10.3 (.001) 
LIKED TO FIGHT *7 
1.2B 
1.6 
1.6A 
3.5 (.04) 
THAILAND PROFESSIONAL CLASS 
DESIRED TO BE GIRL *1 
.77B 
.30A 
.13A 
26.7 (.001) 
CROSS-DRESSED CHILD *2 
.53B 
.33B 
.14A 
11.6 (.001) 
PLAY MOSTLY WITH GIRLS *3 
2.4C 
1.6B 
1.3A 
45.5 (.001) 
LIKED TO GIRLS’ TASKS *4 
.97C 
.60B 
.16A 
34.1 (.001) 
FREQUENCY OF SPORT PRACTICE *5 
1.9B 
2.6A 
2.7A 
17.4 (.001) 
BULLIED OTHERS*6 
.37B 
.48 
.73A 
5.0 (.01) 
LIKED TO FIGHT *7 
1.1 
1.2 
1.2 
1.6 N.S. 
BRAZIL WORKING CLASS 
DESIRED TO BE GIRL *1 
.53B 
.13A 
.0A 
12.7 (.001) 
CROSS-DRESSED CHILD *2 
.90B 
.10A 
.02A 
31.8 (.001) 
PLAY MOSTLY WITH GIRLS *3 
2.2B 
1.7A 
1.6A 
10.4 (.001) 
LIKED TO GIRLS’ TASKS *4 
2.1B 
1.2A 
1.1A 
28.6 (.001) 
FREQUENCY OF SPORT PRACTICE *5 
2.0B 
2.4A 
2.7A 
12.0 (.001) 
BULLIED OTHERS*6 
.23 
.53B 
.26A 
2.7 (.10) 
LIKED TO FIGHT *7 
1.4B 
1.7 
1.8A 
4.0 (.05) 
TURKEY WORKING CLASS 
DESIRED TO BE GIRL *1 
.93B 
.09A 
.04A 
41.1 (.001) 
CROSS-DRESSED CHILD *2 
.83B 
.14A 
.08A 
29.2 (.001) 
PLAY MOSTLY WITH GIRLS *3 
2.1 
1.8 
1.8 
2.3 N.S. 
LIKED TO GIRLS TASKS *4 
1.1B 
.30A 
.22A 
32.5 (.001) 
FREQUENCY OF SPORT PRACTICE *5 
2.2A 
2.6B 
2.2A 
3.9 (.05) 
BULLIED OTHERS*6 
.57B 
.98A 
.96A 
4.0 (.05) 
LIKED TO FIGHT *7 
1.3B 
1.7A 
1.7A 
4.6 (.02) 
THAILAND WORKING CLASS 
DESIRED TO BE GIRL *1 
1.3B 
.03A 
.0A 
80.5 (.001) 
CROSS-DRESSED CHILD *2 
1.1B 
.17A 
.10A 
34.0 (.001) 
PLAY MOSTLY WITH GIRLS *3 
2.6B 
1.9A 
1.8A 
24.1 (.001) 
LIKED TO GIRLS TASKS *4 
1.6B 
.37A 
.12A 
55.6 (.001) 
FREQUENCY OF SPORT PRACTICE *5 
2.4 
2.7 
2.6 
1.2 N.S. 
BULLIED OTHERS*6 
.37B 
.90A 
.64 
5.3 (.01) 
LIKED TO FIGHT *7 
1.1 
1.3 
1.2 
.80 N.S. 
OBSERVATION MEANS WITH DIFFERENT LETTERED SUPERSCRIPTS ARE SIGNIFICANTLY DIFFERENT FROM EACH OTHER ACCORDING TO DUNCAN POST HOC ANOVA TEST. NOTE 
*1. QUESTION CHILD DID YOU WANT TO BE GIRL MEAN OF 3 POINT SCALE (0. NEVER; 1. FEW TIMES; 2. OFTEN). 
*2. QUESTION CHILD DID YOU DRESS IN WOMEN’S CLOTHES MEAN OF 3 POINT SCALE (0. NEVER; 1. FEW TIMES; 2. OFTEN). 
*3. QUESTION COMPARED TO OTHER BOYS DID YOU USUALLY PLAY MORE MEAN OF 3 POINT SCALE (1. WITH BOYS; 2. WITH BOTH 3. WITH GIRLS;). 
*4 QUESTION BOY DID YOU LIKE TO JOBS USUALLY GIVEN TO GIRLS MEAN OF 3 POINT SCALE (0. NO; 1. SOMEWHAT; 2. YES). 
*5 QUESTION CHILD HOW OFTEN DID YOU PLAY SPORTS MEAN OF 3 POINT SCALE (1. LITTLE POSSIBLE; 2. SOMETIMES; 3. OFTEN I COULD). 
*6 QUESTION CHILD DID YOU BULLY OTHERS BOYS AT SCHOOL OR IN THE NEIGHBORHOOD MEAN OF 3 POINT SCALE (0. NEVER; 1. SOMETIMES; 2. MANY TIMES). 
*7 QUESTION COMPARED TO OTHER BOYS OF YOUR AGE YOU MEAN OF 3 POINT SCALE (1. TRIED MORE TO AVOID PHYSICAL FIGHTS; 2. WERE WILLING TO FIGHT EVERYONE ELSE; 3. LIKED TO FIGHT). 
*8. QUESTION HOW OLD WERE YOU WHEN YOU ENGAGED IN YOUR FIRST SEXUAL RELATION WITH ORGASM _____. MEAN OF ANSWERS (IN YEARS). 
TABLE IV 
CHILDHOOD SPORTS PREFERENCES AND SEXUAL CATEGORIES 
(QUESTION CHILD WHAT WERE YOUR FAVORITE SPORTS FIRST CHOICE) 
FIRST CHOICE FOR PREFERRED SPORT 
HOMOSEXUALS 
BISEXUALS 
HETEROSEXUALS 
BRAZIL UNIVERSITY STUDENTS 
VOLLEYBALL 
50% 
10 
1.9 
SWIMMING % 
13.3 
3.3 
5.6 
SOCCER % 
13.3 
60 
73.1 
OTHER % 
23.3 
26.7 
19.4 
TOTAL (N) 
100% (30) 
100% (30) 
100% (160) 
NOTE. OVERALL X2 = 79.3 (P<.001). 
TURKEY UNIVERSITY STUDENTS 
VOLLEYBALL % 
6.7 
0 
0 
SWIMMING % 
33.3 
6.3 
0 
SOCCER % 
3.3 
62 5 
78.0 
OTHER % 
56.7 
31.3 
22.0 
TOTAL (N) 
100% (30) 
100% (16) 
100% (50) 
NOTE. OVERALL X2 = 50 (P<.001). 
THAILAND UNIVERSITY STUDENTS 
VOLLEYBALL % 
10.0 
3.3 
0.6 
SWIMMING % 
26.7 
3.3 
6.3 
SOCCER % 
3.3 
53.3 
57.5 
OTHER % 
60.0 
40.0 
35.6 
TOTAL (N) 
100% (30) 
100% (30) 
100% (160) 
NOTE. OVERALL X2 = 42.1 (P<.001).	 
BRAZIL SLUM DWELLERS 
VOLLEYBALL % 
53.3 
16.7 
4.0 
SWIMMING % 
13.3 
6.7 
2.0 
SOCCER % 
20.0 
56.7 
86.0 
OTHER % 
13.3 
20.0 
8.0 
TOTAL (N) 
100% (30) 
100% (30) 
100% (50) 
NOTE. OVERALL X2 = 41.8 (P<.001)	 
TURKEY SLUM DWELLERS 
VOLLEYBALL % 
20.0 
4.5 
2.0 
SWIMMING % 
3.3 
2.3 
4.0 
SOCCER % 
40.0 
63.6 
66.0 
OTHER % 
36.7 
29.5 
28.0 
TOTAL (N) 
100% (30) 
100% (44) 
100% (50) 
NOTE. OVERALL X2 = 12.2 (P<.06) 
THAILAND SLUM DWELLERS 
VOLLEYBALL % 
53.3 
3.3 
0 
SWIMMING % 
20.0 
0 
0 
SOCCER % 
3.3 
73.3 
78.0 
OTHER % 
23.3 
23.3 
22.0 
TOTAL (N) 
100% (30) 
100% (30) 
100% (50) 
NOTE. OVERALL X2 = 75.1 (P<.001)	 
TABLE V 
PREFERRED SPECTATOR SPORTS ADULTS 
HOMOSEXUALS 
BISEXUALS 
HETEROSEXUALS 
BRAZIL UNIVERSITY STUDENTS 
BOXING 
6.7% 
3.3% 
6.9% 
SOCCER 
16.7% 
66.7% 
77.5% 
GYMNASTICS 
56.7% 
13.3% 
5.6% 
SWIMMING 
16.7% 
10.0% 
5.6% 
OTHER 
3.3% 
6.7% 
4.4% 
TOTAL (N) 
100% (30) 
100% (30) 
100% (160) 
2= 67.2 P<.001 
TURKEY UNIVERSITY STUDENTS 
BOXING 
3.3% 
6.3% 
8.0% 
SOCCER 
0% 
43.8% 
76.0% 
GYMNASTICS 
26.7% 
12.5% 
0% 
SWIMMING 
66.7% 
25.0% 
6.0% 
OTHER 
3.3% 
12.5% 
10.0% 
TOTAL (N) 
100% (30) 
100% (16) 
100% (50) 
2= 62.7 P<.001 
THAI UNIVERSITY STUDENTS 
BOXING 
0% 
3.3% 
6.9% 
SOCCER 
10.0% 
76.7% 
82.5% 
GYMNASTICS 
23.3% 
0% 
4.4% 
SWIMMING 
63.3% 
20.0% 
4.4% 
OTHER 
3.3% 
0% 
1.9% 
TOTAL (N) 
100% (30) 
100% (30) 
100% (160) 
2= 99.6 P<.001 
BRAZIL WORKING CLASS 
BOXING 
6.7% 
13.3% 
10.0% 
SOCCER 
10.0% 
60.0% 
88.0% 
GYMNASTICS 
30.0% 
6.7% 
2.0% 
SWIMMING 
43.3% 
20.0% 
0% 
OTHER 
10.0% 
0% 
0% 
TOTAL (N) 
100% (30) 
100% (30) 
100%(50) 
2= 62.7 P<.001 
TURKEY WORKING CLASS 
BOXING 
16.7% 
9.1% 
16.0% 
SOCCER 
23.3% 
79.5% 
76.0% 
GYMNASTICS 
26.7% 
4.5% 
2.0 % 
SWIMMING 
20.0% 
6.8% 
6.0% 
OTHER 
13.3% 
0% 
0% 
TOTAL (N) 
100% (30) 
100% (44) 
100% (50) 
2= 42.7 P<.001 
THAI WORKING CLASS 
BOXING 
3.3% 
16.7% 
12.0% 
SOCCER 
13.3% 
76.7% 
84.0% 
GYMNASTICS 
43.3% 
0% 
2.0% 
SWIMMING 
40.0% 
6.7% 
2.0% 
OTHER 
0% 
0% 
0% 
TOTAL (N) 
100% (30) 
100% (30) 
100% (50) 
2= 70.5 P<.001 
