The development of a lesbian, gay, or bisexual (LGB) sexual identity is a complex and often difficult process. Unlike members of other minority groups (e.g., ethnic and racial minorities), most LGB individuals are not raised in a community of similar others from whom they learn about their identity and who reinforce and support that identity. Rather, LGB individuals are often raised in communities that are either ignorant of or openly hostile toward homosexuality. Because sexual identity development is a process for which LGB individuals have been unprepared and which is contextually unsupported and stigmatized, it would seem that the process would be characterized by inconsistency or incongruence among its affective, cognitive, and behavioral components, such that behavior may not always coincide with affect or identity. However, psychological theory has long maintained that individuals seek to achieve congruence among affect, cognitions, and behaviors because incongruity generates psychological tension (e.g., Devos & Banaji, 2003; Eagly & Chaiken, 1993, 1998; Festinger, 1957; Fiske & Taylor, 1991; Harmon-Jones & Mills, 1999). Thus, same-sex oriented affect and behavior may lead individuals to adopt an identity consistent with such sentiments and behavior (e.g, as gay or lesbian). Similarly, identification as gay or lesbian may lead individuals to engage in sexual behaviors consistent with that identity. Indeed, the incongruence among gay identity and heterosexual behavior has been used to explain the eventual transition from heterosexual to homosexual behavior, so as to eliminate dissonance between identity and behavior (Higgins, 2002). In this article, we examine consistency and change in LGB sexual identity, as well as the congruence between changes in identity and other aspects of sexuality (e.g., behavior, affect, and attitudes). Sexual identity development for LGB individuals, also known as "the coming-out process," has received considerable attention, resulting in numerous theoretical models (e.g., Cass, 1979; Chapman & Brannock, 1987; Fassinger & Miller, 1996; Minton & McDonald, 1984; Morris, 1997; Rosario, Hunter, Maguen, Gwadz, & Smith, 2001; Troiden, 1989; see Eliason, 1996, for a review). These theoretical models, taken together, describe a process of identity formation and integration as individuals strive for congruence among their sexual orientation (i.e., sexual attractions, thoughts, and fantasies), sexual behavior, and sexual identity. Identity formation consists of becoming aware of one's unfolding sexual orientation, beginning to question whether one may be LGB, and exploring that emerging LGB identity by becoming involved in gay-related social and sexual activities (Cass; Chapman & Brannock; Morris; Troiden). Identity integration involves incorporating and consolidating a LGB identity. This is evident by the individual coming to accept a LGB identity, resolving internalized homophobia by transforming negative attitudes into positive attitudes, feeling comfortable with the idea that others may know about the unfolding identity, and disclosing that identity to others (Morris; Rosario et al., 2001). Identity formation and integration are involved in a reciprocal process. They share some common components, such as gay-related social activities, that serve as both a facilitator and an outcome of identity development over time.
