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Homophobia in Psychology Programs: a Survey of Graduate Students

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Homophobia in Psychology Programs: a Survey of Graduate Students DOCUMENT RESUME ED 351 618 CG 024 616 AUTHOR Centor, James; Pilkington, Neil TITLE Homophobia in Psychology Programs: A Survey of Graduate Students. PUB DATE 16 Aug 92 NOTE 10p.; Paper presented at the Annual Convention of the American Psychological Association (100th, Washington, DC, August 14-18, 1992). PUB TYPE Reports Research/Technical (143) Speeches /Conference Papers (150) EDRS PRICE MFO1 /PCO1 Plus Postage. DESCRIPTORS Doctoral Programs; *Graduate Students; *Graduate Study; Higher Education; *Homosexuality; *Lesbianism; Masters Programs; Psychologists; *Psychology; *Social Bias; Textbook Bias TJENTIFIERS *Homophobia ABSTRACT Students experience homophobia in both covert and overt forms. Covert homophobia exists through the neglect of gay, lesbian, and bisexual topics in graduate psychology programs. Overt homophobia exists through the misinformation and perpetuation of stereotypes by faculty, textbooks, and program administrators. Unfortunately little data exist regarding the prevalence of overt homophobia in psychology programs. In this study ;:sychology graduate students (N=79) were surveyed about experiences of homophobic bias they encountered in their programs. The survey asked students questions about their exposure to anti-gay, -lesbian, and -bisexual content in textbook passages, instructor comments, and other facets of graduate training. All but two of the respondents identified as lesbian, gay, or bisexual. These were the implications of the results: (1) psychology programs not only fail to make appropriate mention of gay topics, they also at an alarming rate, misinform, miseducate, and mislead people who will educate others regarding sexuality issues;(2) in nearly all cases course instructors fail to refute the misstatements of textbooks; (3) students' attempts to expand curricula, to further research, and to fill the existing void of information ere thwarted not only by instructors, but also by practicum advisors, administrators, and thesis advisors; and (4) the burden of educating other students currently lies with gay, lesbian, and bisexual students, with the student, rather than the instructor or program becoming the vehicle for advancement of the field. (ABL) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** 00Homophobia in Psychology Programs: ra4 eic r-4 A Survey of Graduate Students CeD c.4 August, 16 1992 Presented at the Centennial Conference of the American Psychological Association. Washington, D.C. James Cantor, M. A. Boston University Neil Pilkington c0McGill University U.S. DEPARTMENT OF EDUCATKIN PERMISSION TO REPRODUCE THIS Office of Educational Researcn and Improvement MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) C\1 scer ThIS document has been reproduced es e.5 m. Ca/; 16,/," Wowed from the person Or ordamtanon Co oronating d Mmor changes have been made 10 improve CD reproduction Qualtly points of new or °Dimon' stated m this docu- C.> ment do not necessarily represent officuu TO THE EDUCATIONAL RES0):7.:ES OE RI positron or policy INFORMATION CENTER (ERIC).- EST COPY AVAILABLE 2 Cantor, J. M. & Pilkington, N. W. Homophobia in Psychology Programs Students experience homophobia in both covert andovert forms. Covert homophobia exists through the neglect ofgay, lesbian, and bisexual topics in graduate programs. APA's ethics policy requires practitioners to "maintain knowledgeof current and professional information related to theservices they render." Since nearly all psychologists will encounter clientswith sexuality concerns, psychology education programs are ethically bound to includeinformation relevant to lesbian, gay, and bisexual identities. However, the APA Committeeon Lesbian and Gay Concerns has found thatvery few programs offer clinical training in the area of sexual orientation. Education and training in graduateschools of psychology inadequately prepare students for work with sexualminorities. Overt homophobia exists through the misinformation andperpetuation of stereotypes by faculty, textbooks, andprogram administrators. Unfortunately, little data exist regarding the prevalence ofovert homophobia in psychology programs. To gain insight into these questions, Neil and I surveyedpsychology graduate students about experiences of homophobic bias they encounteredin their programs. Should a substantial number of graduate studentsreport having encountered such discrimination, then we wouldargue that the first steps to correct the neglect would be to remedy the prejudices of psychology trainers. Neil and I prepared asurvey that asked students about their exposure to anti- gay, -lesbian, and -bisexual content in textbookpassages, instructor comments, and other facets of graduate training. We distributedthis survey to the graduate student members of APA Division 44, the Society for thePsychological Study of Lesbian and Gay Issues. We felt this group would be themost likely to be sensitized to these issues. To maintain the confidentiality of the individuals, theDivision 44 Membership Chair performed the mailingon our behalf. In April, the survey was sent to the 167 graduate student affiliates, witha reminder card following three weeks later. 79 surveys, or 48%, were returned. A demographic comparison ofour sample to the division's student membership revealed thatwe had a representative sample. Surveys were returned by an equal number ofmen and women from 24 states and 1 Canadian province. All but two of the respondentsidentified as lesbian, gay, or bisexual. The sample hadan age range of 23 to 50, with a median value of 31. - 1 - 2 A Cantor, J. M. & Pilkington, N. W. Homophobia in Psychology Programs Students tended to be in the fourthor fifth years of their program, most often a Ph.D. or Psy.D. candidate in Clinical or Counselling Psychology. The survey breaks down into five parts: part 1 requested demographic information from the respondents; part 2 asked themto provide information regarding homophobic passages theymay have encountered in textbooks; part 3 was similar, but referred to statements made bycourse instructors; in part 4, we assessed how frequently relevant sexual orientation issueswere incorporated into graduate courses; and part 5 solicited descriptions of discriminationfrom other sources in the psychology program, including being discouraged from research ofgay, lesbian, or bisexual issues. The results are disturbing by their magnitude. Combining allparts of the survey we found that 84% of the respondents encountered homophobic misinformation or outright discrimination from their graduate psychologyprogram. We appreciate the possibility that students with such experienceswere more likely to have returned thesurvey. But, if we assume that most of the return failures were due to lack of homophobic experiences, then we still have nearly half of this minority population reporting this problem. Neither isan acceptable situation. The types of homophobia and heterosexism break downas follows: 51% of the respondents report encountering homophobic misinformation in a textbook at leastonce. 56% of the respondents report encountering homophobic misinformation directly from a course instructor at leastonce. 55.7% of the respondents report discouragement from pursuing lesbian/gay research topicsor experiencing overt discrimination or bias. Part 2 of the survey asked graduate students to provide informationregarding homophobic passages they encountered in textbooks. In additionto describing the passage itself, the survey asked for: details about the student'sresponse to the passage, the instructor's response, the class' response, and, if possible, the author, title, and publisher. We received reports of 54 such homophobicpassages. 2 Cantor, J. M. & Pilkington,N. W. Homophobia in PsychologyPrograms The topics varied greatly, butfour themes account formost of the passages: (A) Pathologizing homosexuality.Despite APA's formal positionto the contrary, many texts continue to describe homosexuality as either a failure in developmentor a lack of healthy functioning.(B) Detecting homosexuality.In spite of the current research, texts still include information alleging the ability ofpsychological testing to detect "sexual inversion.' (C)Conversion techniques. Manybehavioral texts continue to claim the abilityto convert people to heterosexualsthrough aversive techniques. Usually there isno discussion of the contextor ethics of such a procedure. (D) Discussinghomosexuality in the context of sexualdisorders. Texts still group bisexuality and homosexuality withincest and fetishes. Let me share with you one passage we received. After detailingzoophilia and pedophilia, the author illustrateshomosexuality: There are many homosexualswhose personality developmentand ego functioning appear intact and whoconduct themselves botheffectively and constructively in society. [Yet,]these individuals.. .have difficulty in reconciling dependent and assertivedrives, an ambivalent maternal relationship, and a high frequencyof being reared ina broken home. In general, confirmed lesbiansdiffer from healthywomen in giving histories of exposure to severe abusiveness and alcoholism,the development of indifference towardmen, the lack of gratifying relations withothers, and loneliness. A considerablepercentage become involved in healthcare work. Such homophobic statementsin psychology texts domore harm than
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