Abstract:
Aim: To explore the experiences of lesbian women in the transition to planned parenthood, and the impact that this transition has on their relationship. Objectives: To identify key changes which lesbians described as being of significance in becoming parents and explore how these key changes affected the relationship, and to examine the responses from friends, family and health professionals during the transition to parenthood. Method: A general exploratory qualitative approach which employed in-depth semi structured interviews was used. Eight participants were interviewed. Queer theory was used as a theoretical framework to interpret data. Findings: The three main themes which emerged from the findings were a lesbian family in a straight world, donors and biology and two mothers. Findings reveal that lesbian women face a number of challenges in the transition to parenthood. Lesbians must go to lengths to achieve a pregnancy, as they must find a suitable donor before attempting to conceive. Post birth, fatigue, focusing on the baby, changes in sexual relationships, and changes in leisure time all impacted on the relationship. Viewed through a lens of queer theory, relationships were impacted by societal heteronormativity and homophobia, including an emphasis on biology and a lack of recognition apparent for non-biological parents. The responses of others, including friends, family, and health professionals, ranged from positive and supportive, to insulting and misinformed. Negotiating the health care system involved issues of power dynamics and lesbian women needed to constantly 'come out'. The acknowledgement of the relationship was felt to be important, and lesbians seek lesbian friendly health professionals to avoid homophobia. Conclusion The research has implications for health professionals, teachers, teaching and clinical environments, government, policy, and lesbian women. Recommendations concerning culturally safe practice, early childhood, primary, tertiary and postgraduate education are made, followed by recommendations for practice and clinical environments. Education for professionals is discussed, as well as recommendations for legislation and policy change.
