For this study, the author interviewed 57 men who were college undergraduates between 1945 and 1999. The participants' years of attendance were not concentrated in any single period of time but rather represented fairly equally each year of the 55-year period. The men attended over 50 different institutions (some attended more than one institution to complete their undergraduate education), located in 22 states across the U.S. The schools include public and private, religiously-affiliated and state-supported, smaller liberal-arts institutions and larger research universities. Racial diversity was less stratified: 48 of the respondents were Caucasian, two Hispanic, one Asian-American, one African-American, and five of international origin. Primarily in-person, one-on-one interviews were conducted. Six couples were interviewed together, and in addition, one small focus group of three friends. The interviews were semistructured, in-depth, biographical interviews (Denzin, 1989; Johnson, 2002; Kvale, 1996; Warren, 2002) designed to elicit each respondent's educational life history. The author found he could define identity for non-heterosexual men in the U.S. over the latter part of the twentieth century as comprised of three elements: senses, or what an individual felt or perceived about himself and his contexts; experiences, or what and/or how he behaved or acted; and sensibilities, or the meanings he ascribed to himself and his life concerning his senses and experiences, in juxtaposition to what he perceived as the normative values of the contexts of which he was a part. For homosexuality, some men knew at relatively early ages that their feelings of difference placed them in a category juxtaposed to "straight."