Creating Schools That Value Sexual Diversity
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Understanding Gender Stereotypes and Their Impact on Clients
University of Northern Iowa UNI ScholarWorks Graduate Research Papers Student Work 2008 Understanding gender stereotypes and their impact on clients Stacey Hurt University of Northern Iowa Copyright ©2008 Stacey Hurt Follow this and additional works at: https://scholarworks.uni.edu/grp Part of the Counseling Commons, Curriculum and Instruction Commons, and the Feminist, Gender, and Sexuality Studies Commons Let us know how access to this document benefits ouy Recommended Citation Hurt, Stacey, "Understanding gender stereotypes and their impact on clients" (2008). Graduate Research Papers. 871. https://scholarworks.uni.edu/grp/871 This Open Access Graduate Research Paper is brought to you for free and open access by the Student Work at UNI ScholarWorks. It has been accepted for inclusion in Graduate Research Papers by an authorized administrator of UNI ScholarWorks. For more information, please contact [email protected]. Understanding gender stereotypes and their impact on clients Abstract Gender stereotyping has a complex and enduring history in our society, and it is an underlying factor in many issues – clients bring to counseling, including – among other things-women's and men's experience of depression (Nugent & Jones, 2005). A complicating aspect of gender stereotyping is that both males and females in our culture have been socially conditioned to fulfill many of the stereotypes imposed on them, and following stereotypical gender roles excessively can be harmful to their mental health, self- image, and interpersonal relationships (Nugent & Jones). Counselors can use gender-role analysis and other interventions to help clients gain insight into the gender role messages and stereotypes they have grown up with and challenge these messages (Corey, 2005). -
Women's Lived Experiences with Benevolent Sexism
Lesley University DigitalCommons@Lesley Graduate School of Arts and Social Sciences Counseling and Psychology Dissertations (GSASS) Spring 1-15-2021 WOMEN'S LIVED EXPERIENCES WITH BENEVOLENT SEXISM Sarah Schwerdel MA, LMHC Lesley University, [email protected] Follow this and additional works at: https://digitalcommons.lesley.edu/counseling_dissertations Part of the Counseling Psychology Commons Recommended Citation Schwerdel, Sarah MA, LMHC, "WOMEN'S LIVED EXPERIENCES WITH BENEVOLENT SEXISM" (2021). Counseling and Psychology Dissertations. 7. https://digitalcommons.lesley.edu/counseling_dissertations/7 This Dissertation is brought to you for free and open access by the Graduate School of Arts and Social Sciences (GSASS) at DigitalCommons@Lesley. It has been accepted for inclusion in Counseling and Psychology Dissertations by an authorized administrator of DigitalCommons@Lesley. For more information, please contact [email protected], [email protected]. WOMEN’S LIVED EXPERIENCES WITH BENEVOLENT SEXISM A Dissertation submitted by Sarah A. Schwerdel In partial fulfillment of the requirements for the degree of Doctor of Philosophy Lesley University December 2020 © 2020 Sarah A. Schwerdel All rights reserved. WOMEN'S LIVED EXPERIENCES iii Dissertation Final Approval Form Division of Counseling and Psychology Lesley University This dissertation, titled: WOMEN’S LIVED EXPERIENCES WITH BENEVOLENT SEXISM as submitted for final approval by Sarah Schwerdel under the direction of the chair of the dissertation committee listed below. It was submitted to the Counseling and Psychology Division and approved in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree at Lesley University. Approved: Sue L. Motulsky, Ed.D. Diana Direiter, Ph.D. Jo Ann Gammel, Ph.D. ______ Susan H. -
Terminology Packet
This symbol recognizes that the term is a caution term. This term may be a derogatory term or should be used with caution. Terminology Packet This is a packet full of LGBTQIA+ terminology. This packet was composed from multiple sources and can be found at the end of the packet. *Please note: This is not an exhaustive list of terms. This is a living terminology packet, as it will continue to grow as language expands. This symbol recognizes that the term is a caution term. This term may be a derogatory term or should be used with caution. A/Ace: The abbreviation for asexual. Aesthetic Attraction: Attraction to someone’s appearance without it being romantic or sexual. AFAB/AMAB: Abbreviation for “Assigned Female at Birth/Assigned Male at Birth” Affectionional Orientation: Refers to variations in object of emotional and sexual attraction. The term is preferred by some over "sexual orientation" because it indicates that the feelings and commitments involved are not solely (or even primarily, for some people) sexual. The term stresses the affective emotional component of attractions and relationships, including heterosexual as well as LGBT orientation. Can also be referred to as romantic orientation. AG/Aggressive: See “Stud” Agender: Some agender people would define their identity as not being a man or a woman and other agender people may define their identity as having no gender. Ally: A person who supports and honors sexual diversity, acts accordingly to challenge homophobic, transphobic, heteronormative, and heterosexist remarks and behaviors, and is willing to explore and understand these forms of bias within themself. -
15-Bisexuality.Pdf
51 Bisexuality** What is Bisexuality? Bisexuality is the potential to feel sexually attracted to and to engage in sensual or sexual relationships with people of either sex. A bisexual person may not be equally attracted to both sexes, and the degree of attraction may vary over time. Self-perception is the key to bisexual identity. Many people engage in sexual activity with people of both sexes, yet do not identify as bisexual. Likewise, other people engage in sexual relations only with people of one sex, or do not engage in sexual activity at all, yet consider themselves bisexual. There is no behavioral "test" to determine whether or not one is bisexual. Bisexual Identity Some people believe that a person is born heterosexual, homosexual, or bisexual (for instance due to prenatal hormonal influences), and that their identity is inherent and unchangeable. Others believe that sexual orientation is due to socialization (for example either imitating or rejecting parental models) or conscious choice (for example, choosing lesbianism as part of a political feminist identity). Others believe that these factors interact. Because biological, social, and cultural factors are different for each person, everyone's sexuality is highly individual, whether they are bisexual, gay or lesbian, heterosexual, or asexual. The "value" placed on a sexual identity should not depend on its origin. Many people assume that bisexuality is just a phase people go through. In fact, any sexual orientation can be a phase. Humans are diverse, and individual sexual feelings and behavior can change over time. The creation and consolidation of a sexual identity is an ongoing process. -
1 Introducing LGBTQ Psychology
1 Introducing LGBTQ psychology Overview * What is LGBTQ psychology and why study it? * The scientific study of sexuality and ‘gender ambiguity’ * The historical emergence of ‘gay affirmative’ psychology * Struggling for professional recognition and challenging heteronormativity in psychology What is LGBTQ psychology and why study it? For many people it is not immediately obvious what lesbian, gay, bisexual, trans and queer (LGBTQ) psychology is (see the glossary for defini- tions of words in bold type). Is it a grouping for LGBTQ people working in psychology? Is it a branch of psychology about LGBTQ people? Although LGBTQ psychology is often assumed to be a support group for LGBTQ people working in psychology, it is in fact the latter: a branch of psychology concerned with the lives and experiences of LGBTQ people. Sometimes it is suggested that this area of psychology would be more accurately named the ‘psychology of sexuality’. Although LGBTQ psychology is concerned with sexuality, it has a much broader focus, examining many different aspects of the lives of LGBTQ people including prejudice and discrimination, parenting and families, and com- ing out and identity development. One question we’re often asked is ‘why do we need a separate branch of psychology for LGBTQ people?’ There are two main reasons for this: first, as we discuss in more detail below, until relatively recently most psychologists (and professionals in related disciplines such as psychiatry) supported the view that homosexuality was a mental illness. ‘Gay affirmative’ psychology, as this area was first known in the 1970s, developed to challenge this perspective and show that homosexuals are psychologically healthy, ‘normal’ individuals. -
The Development and Psychometric Evaluation of the Transgender Congruence Scale
THE DEVELOPMENT AND PSYCHOMETRIC EVALUATION OF THE TRANSGENDER CONGRUENCE SCALE DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Holly B. Kozee, M.A. ***** The Ohio State University 2008 Dissertation Committee: Approved by Nancy E. Betz, Advisor Tracy L. Tylka _________________________________ Pamela S. Highlen Advisor Graduate Program in Psychology ii ABSTRACT The present study proposed that the concept of congruence (Rogers, 1959) could be useful way to conceptualize the process of transitioning in the transgender population. Congruence, as it is related to transgender persons, is defined as the degree to which a transgender individual feels that their gender identity, physical appearance and social status match with each other. When a transgender individual has attained an optimal level of congruence, the psychic distress that they previously experienced due to their gender identity, sometimes called gender dysphoria, is dampened. A scale called the Transgender Congruence Scale was constructed to measure the construct of congruence in the transgender population. An exploratory factor analysis revealed that the scale possesses three factors: appearance congruence, body comfort and gender identity pride. Evidence of the internal consistency reliability, construct validity, convergent validity and discriminant validity of the scale’s scores was garnered. ii Dedicated to Binx iii ACKNOWLEDGMENTS I wish to thank my advisor, Dr. Tylka, for being an amazing mentor, both personally and professionally and for always providing me with the support that I’ve needed. I would also like to thank for my amazing faculty, Dr. Betz, Dr. Highlen and Dr. -
Agender Ally Androgynous Androgyne Androsexual/Androphilic Asexual
Terminology Agender Someone who does not identify with any sort of gender identity. This term may also be used by someone who intentionally has no recognizable gender presentation. Some people use similar terms such as “genderless” and “gender neutral”. Ally A Safe Zone ally honors sexual diversity, challenges heterosexist and cissexist remarks and behaviors, and explores and understands these forms of bias within their experiences. This person also works to end oppression personally and professionally through support and advocacy of an oppressed population. In this context Lesbian, Gay, Bisexual, Trans, Queer, Questioning, Intersex, Ally and Asexual individuals Androgynous This word describes both a gender identity as well as a manner of gender presentation. Those who identify as androgynous may identify as between man and woman or something else entirely. Those who present androgynous may dress in a manner that incorporates clothing that is traditionally for men and clothing that’s traditionally for women Androgyne An androgyne is a person who does not fit cleanly into the typical masculine and feminine gender roles of their society. Many androgynes identify as being mentally "between" male and female, or as entirely genderless. The former may also use the term bigender or ambigender, the latter non-gendered or agender. They may experience mental swings between genders, sometimes referred to as being gender fluid Androsexual/Androphilic Attracted to males, men, and/or masculinity Asexual A person who does not experience sexual attraction or has lost interest in sex but may still have romantic interests Bigender A person who fluctuates between traditionally “woman” and “man” gender-based behavior and identities, identifying with both genders (and sometimes a third gender) Binary Gender a traditional and outdated view of gender, limiting possibilities to “man” and “woman” Binary Sex a traditional and outdated view of sex, limiting possibilities to “female” or “male” Biological Sex The classification of people as male, female, or intersex. -
Asexuality: Dysfunction Or Sexual Orientation?
em & yst Se S xu e a v l i t D c i Reproductive System & Sexual s u o Parente and Albuquerque, Reprod Syst Sex Disord 2016, 5:3 d r o d r e p r e DOI:10.4172/2161-038X.1000185 s R Disorders: Current Research ISSN: 2161-038X Commentary Open Access Asexuality: Dysfunction or Sexual Orientation? Jeanderson Soares Parente1 and Grayce Alencar Albuquerque2* 1Faculdade de Juazeiro do Norte-FJN, Member of the Research Group on Sexuality, Gender, Sexual Diversity and Inclusion-GPESGDI 2Nursing Department, Universidade Regional do Cariri- URCA *Corresponding author: Albuquerque GA, Assistant Professor of the Nursing Department of the Universidade Regional do Cariri- URCA, Coordinator of the Observatory of Violence and Human Rights, Leader of the Research Group on Sexuality, Gender, Sexual Diversity and Inclusion-GPESGDI, Street Vicente Furtado, 521, Limoeiro, Juazeiro do Norte, Ceará, Brasil, Tel: +55-88-988878717; E-mail: [email protected] Rec date: July 2, 2016; Acc date: July 20, 2016; Pub date: July 27, 2016 Copyright: © 2016 Parente JS, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Abstract The objective was to perform a brief reflection on asexuality and its relationship with medical (pathologizing) and social (sexual diversity) practices. Asexuality is still considered a sexual dysfunction capable of medicalization in medical practice, although currently, with the visibility of sexual diversity, asexual identity has been breaking the paradigm of medicalization of sexuality. -
Sexual Identity As a Universal Process 27
Sexual Identity as a Universal Process 27 Frank R. Dillon, Roger L. Worthington, and Bonnie Moradi Abstract This chapter summarizes advances in current theoretical and empirical literature on sexual identity development. It proposes a model of sexual identity that offers a more global (i.e., non-sexual identity group specific) perspective in comparison to existing sexual identity group-specific sexual identity models. Attention to commonalities in sexual identity development across sexual identity subgroups can offer a more global perspective that cap- tures shared experiences of sexual identity development as well as differences between subgroups. The proposed unifying model of sexual identity develop- ment incorporates what has been learned from years of theory and research concerning sexuality, LGB and heterosexual identity development, attitudes toward sexual minority individuals, and the meaning of ordinate and subor- dinate group membership. The model describes the intersection of various contextual factors that influence the individual and social processes under- lying sexual identity development. The unifying model is innovative in its applicability across sexual orientation identities, as well as its inclusion of a wide range of dimensions of sexual identity and possible developmental trajectories. The chapter concludes with a discussion of preliminary research findings that inform the unifying model and that have implications for future research. We hope this model allows researchers, educators, and practition- ers to develop interventions and conduct investigations on broader questions about human sexuality without being constrained to gay–straight dichotomies of sexual orientation and the related methodological limitations that have characterized sexual identity theory and research in the past. Identity consists of a stable sense of one’s goals, beliefs, values, and life roles (Erikson, 1950; F.R. -
Gender Polarization in (Pseudo) Scientific Discourse
108 “WHAT WOMEN LIKE AND WHAT MEN SEEK”: GENDER POLARIZATION IN (PSEUDO) SCIENTIFIC DISCOURSES Leonardo da Silva Universidade Federal de Santa Catarina Débora de Carvalho Figueiredo Universidade Federal de Santa Catarina ABSTRACT: This study, inserted in the field of Language and Gender, investigates the reproduction of gender polarization in (pseudo) scientific discourse. In order to do so, we first analyzed a workshop proposal for a research event at a renowned higher education institution in Brazil entitled “What women like and what men seek: the neurobehavioral basis of passion”. In order to have a more contextualized understanding of such workshop, we also looked into the curriculum of the researcher who proposed it (which is available in the Brazilian Lattes platform) as well as a personal blog in which he writes about relationships and his views on related issues. Departing from an analysis grounded on theories of Language and Gender (FAIRCLOUGH, 1995, 2003; CAMERON, 1998; WODAK, 1997), our purpose is to problematize the ways in which scientific discourse may function so as to reinforce gender binarism and gender stereotypes. Indeed, it is possible to conclude that the texts not only reproduce gender polarization but also seem to work to maintain the heterosexual market (BING; BERGVALL, 1996). Moreover, the problem of gender polarization in scientific discourses seems to be related to another kind of binarism: the division between hard sciences and soft sciences. KEYWORDS: gender polarization, scientific discourse, heterosexual market. 109 RESUMO: Este trabalho, inserido no campo de estudos de Linguagem e Gênero, investiga a reprodução da polarização de gênero em discursos (pseudo) científicos. -
Sexual Orientation and Gender Identity Rights
Sexual Orientation and Gender Identity Rights The following is material to consider for your syllabus. Specifically, there is: 1 Scholarly writing on sexual orientation and gender identity rights written by diverse scholars and experts 2 Scholarly writing providing geographic variety and geographically varied perspectives 3 Studies and analyses examining diversity, equity and inclusion-related dimensions of sexual orientation and gender identity rights This is a living document; resources will be added and altered over time to ensure timeliness and quality. We would welcome your contributions and feedback. DISCUSSIONS OF THEORY Morris, Bonnie J. “History of Lesbian, Gay, Bisexual and Transgender Social Movements.” American Psychological Association. American Psychological Association, 2016. Key words: LGBT movement, Pulse shooting, persecution, activism, religion, internet, media Mendos, Lucas Ramón. “State-Sponsored Homophobia.” International Lesbian, Gay, Bisexual, Trans and Intersex Association, 2019. Key words: LGBTQ+, United Nations, UNESCO, OAS, EU, Africa, Latin America, Asia, criminalization, protection, recognition Brettschneider, Marla, Susan Burgess, and Christine Keating. LGBTQ Politics: A Critical Reader. New York, NY: New York University Press, 2017. Georgetown Institute for Women, Peace and Security giwps.georgetown.edu Syllabus Resources Key words: LGBTQ rights, grassroots movement, critical theory, inclusion, politics, activism, law, coalition-building McKay, Tasseli, Shilpi Misra, and Christine Lindquist. “Violence and LGBTQ+ Communities: What Do We Know, and What Do We Need to Know?” RTI International, March 2017. Key words: LGBTQ+ persons, physical and sexual violence, harassment, victimization, legislation Bosia, Michael J., Sandra McEvoy, and Momin Rahman. The Oxford Handbook of Global LGBT and Sexual Diversity Politics. Oxford: Oxford University Press, 2020. Key words: LGBT politics, sexual diversity, gender diversity, inclusion, professional responsibility, Stonewall, queer theory Xavier B. -
Discourses Governing Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual Teachers’ Disclosure of Sexual Orientation and Gender History
IssuesLaura Bower-Phippsin Teacher Education, Fall 2017 23 Discourses Governing Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual Teachers’ Disclosure of Sexual Orientation and Gender History Laura Bower-Phipps Southern Connecticut State University Significant progress has been made in equal rights for lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA) individu- als, yet schools remain institutions where sexual and gender diversity are marginalized and/or silenced (Ferjfola & Hopkins, 2013). Hetero- normativity enables a social and institutional context where LGBTQIA teachers must make decisions about coming out or disclosing who they are or how they identify, while cis-gendered, heterosexual teachers are exempt from such decisions (Gray, 2013). For LGBTQIA teachers, deci- sions about if and when to disclose sexual orientation and gender history require a great deal of emotional energy that could be spent teaching (Orlov & Allen, 2014). Developing an understanding of LGBTQIA teach- ers’ decisions around disclosure is essential for teacher educators who prepare sexual and gender minority teacher candidates and for school administrators to develop school climates that are inclusive of diverse sexual orientations and gender identities. Decisions around such disclosures are complex and implicated with numerous trade-offs (Gray, 2013). Many LGBTQIA teachers do not dis- close sexual orientation and/or gender history for fear of employment termination or limiting their opportunities for promotions (DePalma & Laura Bower-Phipps is an associate professor in the Department of Curriculum and Learning of the School of Education at Southern Con- necticut State University, New Haven, Connecticut. Her e-mail address is [email protected] Volume 26, Number 3, Fall 2017 24 Discourses Governing LGBTQIA Teachers’ Disclosure Atkinson, 2010; Rudoe, 2010).