Focusing on Pride Supporting LGBT Survivors of Sexual Assault
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The Challenges and Approaches to Working with Lesbian, Gay
;;;;;;;;;;;;;;;;;;;;;; Psychology 604 Ethics Paper heterosexist statement; one is rhetorically assuming that a particular male client has a girlfriend and that The Challenges he is heterosexual. A question like the one mentioned above can inhibit the culture-speciÞc experiences of and Approaches to LGBT clients (Garnets & Kimmel, 1993). Working with Lesbian, LGBT Challenges Adolescence is a time of crisis for LGBT youths Gay, Bisexual, and trying to develop his or her identity. Like a typical adolescent, LGBT youth strive for Þtting in with Transgender Youth their peers but feel ÔdifferentÕ due to their sexual Edward M. Johns orientation (Morrow, 1993) in a society that may not have acceptance. Abstract This ÒdifferenceÓ, according to Vare (1998), comes Psychologists working with adolescents are between the age of 13 and 26 when both males and bound to encounter many unique challenges females discover his or her same-sex attraction. regarding those of Lesbian, Gay, Bisexual and This age can be rather difÞcult because LGBT youth Transgendered (LGBT) youth that must be dealt not only have to deal with the same pressures that with careful considerations. As an ethical duty to the typical adolescent period pervades, but they understand and support LGBT youth, it is the purpose also have signiÞcantly higher stress levels living of this paper to explore (1) the different types of in a heterosexist society that harbors homophobia challenges that are encountered by LGBT youth such (Coleman, 1996; DÕAugelli, 2002). as stigmatization in a heterosexual society, and (2) the Homophobia, according to Lips (1988) is the techniques that can help mental health practitioners Òwidespread irrational fear and intolerance towards provide a safe and supportive environment, working homosexuality.Ó This intolerance is often displayed against stigmatization and oppression of the LGBT with verbal and physical homophobic gestures such population. -
Public Opinion and Discourse on the Intersection of LGBT Issues and Race the Opportunity Agenda
Opinion Research & Media Content Analysis Public Opinion and Discourse on the Intersection of LGBT Issues and Race The Opportunity Agenda Acknowledgments This research was conducted by Loren Siegel (Executive Summary, What Americans Think about LGBT People, Rights and Issues: A Meta-Analysis of Recent Public Opinion, and Coverage of LGBT Issues in African American Print and Online News Media: An Analysis of Media Content); Elena Shore, Editor/Latino Media Monitor of New America Media (Coverage of LGBT Issues in Latino Print and Online News Media: An Analysis of Media Content); and Cheryl Contee, Austen Levihn- Coon, Kelly Rand, Adriana Dakin, and Catherine Saddlemire of Fission Strategy (Online Discourse about LGBT Issues in African American and Latino Communities: An Analysis of Web 2.0 Content). Loren Siegel acted as Editor-at-Large of the report, with assistance from staff of The Opportunity Agenda. Christopher Moore designed the report. The Opportunity Agenda’s research on the intersection of LGBT rights and racial justice is funded by the Arcus Foundation. The statements made and views expressed are those of The Opportunity Agenda. Special thanks to those who contributed to this project, including Sharda Sekaran, Shareeza Bhola, Rashad Robinson, Kenyon Farrow, Juan Battle, Sharon Lettman, Donna Payne, and Urvashi Vaid. About The Opportunity Agenda The Opportunity Agenda was founded in 2004 with the mission of building the national will to expand opportunity in America. Focused on moving hearts, minds, and policy over time, the organization works with social justice groups, leaders, and movements to advance solutions that expand opportunity for everyone. Through active partnerships, The Opportunity Agenda synthesizes and translates research on barriers to opportunity and corresponding solutions; uses communications and media to understand and influence public opinion; and identifies and advocates for policies that improve people’s lives. -
The Culture of Sexuality: Identification, Conceptualization, and Acculturation Processes Within Sexual Minority and Heterosexual Cultures
Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 8-2018 The Culture of Sexuality: Identification, Conceptualization, and Acculturation Processes Within Sexual Minority and Heterosexual Cultures Joshua Glenn Parmenter Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/etd Part of the Psychology Commons Recommended Citation Parmenter, Joshua Glenn, "The Culture of Sexuality: Identification, Conceptualization, and Acculturation Processes Within Sexual Minority and Heterosexual Cultures" (2018). All Graduate Theses and Dissertations. 7236. https://digitalcommons.usu.edu/etd/7236 This Thesis is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Theses and Dissertations by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. THE CULTURE OF SEXUALITY: IDENTIFICATION, CONCEPTUALIZATION, AND ACCULTURATION PROCESSES WITHIN SEXUAL MINORITY AND HETEROSEXUAL CULTURES by Joshua Glenn Parmenter A thesis submitted in partial fulfillment of the requirements for the degree of MASTERS OF SCIENCE in Psychology Approved: Renee V. Galliher, Ph.D. Melanie M. Domenech Rodríguez, Ph.D. Major Professor Committee Member Melissa Tehee, Ph.D., J.D. Mark R. McLellan, Ph.D. Committee Member Vice President for Research and Dean of the School of Graduate Studies UTAH STATE UNIVERSITY Logan, Utah 2018 ii Copyright © 2018 Joshua Glenn Parmenter All rights reserved iii ABSTRACT The Culture of Sexuality: Conceptualization, Identification, and Acculturation Processes within Sexual Minority and Heterosexual Cultures by Joshua G. Parmenter, Master of Science Utah State University, 2018 Major Professor: Renee V. Galliher, Ph.D. Department: Psychology Social identity development theories emphasize self-categorization, in which individuals label themselves in order to form a social identity with a particular group. -
Being Lgbt in Asia: Thailand Country Report
BEING LGBT IN ASIA: THAILAND COUNTRY REPORT A Participatory Review and Analysis of the Legal and Social Environment for Lesbian, Gay, Bisexual and Transgender (LGBT) Persons and Civil Society United Nations Development Programme UNDP Asia-Paci! c Regional Centre United Nations Service Building, 3rd Floor Rajdamnern Nok Avenue, Bangkok 10200, Thailand Email: [email protected] Tel: +66 (0)2 304-9100 Fax: +66 (0)2 280-2700 Web: http://asia-paci! c.undp.org/ September 2014 Proposed citation: UNDP, USAID (2014). Being LGBT in Asia: Thailand Country Report. Bangkok. This report was technically reviewed by UNDP and USAID as part of the ‘Being LGBT in Asia’ initiative. It is based on the observations of the author(s) of report on the Thailand National LGBT Community Dialogue held in Bangkok in March 2013, conversations with participants and a desk review of published literature. The views and opinions in this report do not necessarily re!ect o"cial policy positions of the United Nations Development Programme or the United States Agency for International Development. UNDP partners with people at all levels of society to help build nations that can withstand crisis, and drive and sustain the kind of growth that improves the quality of life for everyone. On the ground in more than 170 countries and territories, we o#er global perspective and local insight to help empower lives and build resilient nations. Copyright © UNDP 2014 United Nations Development Programme UNDP Asia-Paci$c Regional Centre United Nations Service Building, 3rd Floor Rajdamnern Nok Avenue, Bangkok 10200, Thailand Email: [email protected] Tel: +66 (0)2 304-9100 Fax: +66 (0)2 280-2700 Web: http://asia-paci$c.undp.org/ Design: Sa$r Soeparna/Ian Mungall/UNDP. -
Stonewall the Riots That Sparked the Gay Revolution 2Nd Edition PDF Book
STONEWALL THE RIOTS THAT SPARKED THE GAY REVOLUTION 2ND EDITION PDF, EPUB, EBOOK David Carter | 9780312671938 | | | | | Stonewall The Riots That Sparked the Gay Revolution 2nd edition PDF Book Sep 30, Ava rated it really liked it. The only reason it has not received five is because I have never been much of a fan of nonfiction. The narrative jumps around to several people and we never fully get a comprehensive reason why these people were mentioned. Thanks for telling us about the problem. Carter claims explicitly that trans people and people of color were marginal to the Stonewall riots. Author David Carter profiles key figures involved in the riots, the atmosphere in the gay community, and the events that led up to the raid on June 28, For the first time, David Carter provides an in-depth account of those riots as well as a complete background of the bar, the area in which the riots occurred, the social, political, and legal climate that led up to those events. When they found a gay man hiding behind a tree they beamed powerful lights into his face. Otherwise, Stonewall is highly recommended, to the point where even the footnotes deserve attention and add details. This increased assertion went hand-in- hand with the expansion of gay consumer culture. Something just didn't sit right with me. Just like the Stonewall riots nearly three years later, the fight back against prejudice and harassment began from those who had the least to lose, the lowest of the low. It should only be used as a companion to the book, not a substitution. -
LGBTQ History Timeline
Timeline – University of Miami’s LGBTQ History Milestones 1975 · April: Gay Alliance was formed in early April 1975. Ana Roca and Buzz Stearns were the prime movers of the organization. · October: Gay Alliance organized the first social event attended by 125 guests. They were recognized as an official UM organization. Edward Graziani was listed as president. Professor Marian Grabowski, Rev. Tom Crowder (UM chaplain), and Open Door were listed as supporters. UM program “Open Door” was a gathering place for students staffed by student volunteers selected and trained by the Counselling Center psychologists. 1977 · February: Professor Marian Grabowski, who had a column titled “Across Mrs. G’s Desk” in TMH, wrote an essay titled “Gays Deserve Same Rights, Justice, and Liberty.” · June: Anita Bryant’s anti-gay rights movement emerged and remained a hot topic among students for the next few years. Her name appeared in Ibis from 1978 to 1980. 1978 · April: On-campus celebration of the National Gay Blue Jeans Day raised an exchange of opinions by gay and straight students. · The last time TMH listed a program by Gay Alliance was October 10, 1978. 1980 · February: Ad in THM shows that UM provided counseling on homosexuality for students. 1982 · April: TMH’s supportive coverage of gay lifestyle was criticized by one student and two students responded supporting the newspaper. 1985 · October: Sal O’Neal, UM Senior, wrote the article “Gay Student Seeks to Inform” about the gay community at UM and in Miami. He also wrote that Gay Alliance flamed out in 1977 after the graduation of the leader Dan Abraham. -
DPT DEI Alliance Newsletter
S E P T E M B E R 2 0 2 1 | I S S U E 9 NIU PT DEI ALLIANCE This month we wanted to highlight and celebrate Hispanic Heritage month. Hispanic Heritage Month is celebrated from September 15th to October 15th every year. The observation of this national holiday started in 1968 as a Celebrating weeklong holiday, which later was extended to a month-long celebration that is now on everyone’s calendar. This time period is also of significance because it marks the anniversary of independence for several Hispanic countries such as Hispanic Mexico, Spain, Costa Rica, El Salvador, Guatemala, Honduras, Guatemala, and Chile. During this time, we honor and celebrate the cultures and contributions of both Hispanic and Latino Americans. Heritage Hispanic heritage month also brings light to the terms "Latino" and "Hispanic". Month As people learn and embrace new and exciting cultures, it is essential to know that these terms are not interchangeable. Hispanic explicitly refers to the language of a group of people, and Latino refers to the location at which someone has lived. Improper usage of this terminology can be unknowingly “Preservation of one’s own disrespectful to people of Hispanic or Latino Heritage, because someone who is culture does not require Latino could potentially not be Hispanic. An example of a way to help with preventing this confusion would be to avoid bringing up someone’s ethnicity contempt or disrespect for unless they do so themselves. In general practice however, it's best never to ask other cultures.” – Cesar someone about their ethnicity unless they bring it up. -
LGBTQ+ Pride Month for All Employees MEETING in a BOX
MEETING IN A BOX LGBTQ+ Pride MonthFor All Employees lazyllama/Shutterstock.co, ride Month takes place in June to celebrate the lesbian, gay, bisexual, transgender, queer and related (LGBTQ+) communities, the diversity of identities its members represent and their fight toward equal rights around the world. During this time, we spotlight and pay homage to the Psuccesses of LGBTQ+ people, the injustices they’ve overcome and their continued efforts to make the world a safe and welcoming place for every person to be themselves. In this Meeting in a Box, we provide a timeline of LGBTQ+ history in the U.S. and facts and figures outlining demographic, workplace and other information about LGBTQ+ Americans. We also include a company spotlight on DiversityInc’s 2020 Top Companies for LGBTQ+ employees and some examples of initiatives companies have in place to support LGBTQ+ team members. Share this document with your colleagues to further your team’s cultural competence education. © 2020 DiversityInc PAGE 1 LGBTQ+ Pride Month For All Employees MEETING IN A BOX 1 LGBTQ+ PRIDE: TIMELINE The landscape for LGBTQ+ rights and oppenness surrounding various Discussion Questions for Employees sexualities and gender identities has changed dramatically over the past few years, perhaps most notably with the nationwide legalization of same-gender marriage in June 2015. It’s crucial for your workforce to un- ? How can we build an organization of inclusion for LGBTQ+ derstand LGBTQ+ identities to foster an environment where everyone people, regardless of personal beliefs or religious views? feels comfortable and safe being themselves. We recommend you start your employees’ cultural competence lesson by using this timeline, which ? How does intersectionality play into LGBTQ+ issues? How documents LGBTQ+ changemakers, precedent-setting moments and the might an LGBTQ+ person’s experience differ based on race, fight for social and legal equality in the U.S. -
A Provider's Introduction to Substance Abuse Treatment for Lesbian, Gay
Substance Abuse and Mental Health Services Administration Center for Substance Abuse Treatment A Provider’s Introduction to Substance Abuse Treatment for Lesbian, Gay, Bisexual, and Transgender Individuals A Provider’s Introduction to Substance Abuse Treatment for Lesbian, Gay, Bisexual, and Transgender Individuals U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES Substance Abuse and Mental Health Services Administration Center for Substance Abuse Treatment 1 Choke Cherry Road Rockville, MD 20857 All material appearing in this volume may be reproduced or copied without permission from the Substance Abuse and Mental Health Services Administration’s (SAMHSA’s) Center for Substance Abuse Treatment (CSAT) or the authors. Citation of the source is appreciated. The material appearing on pages 12 and 13 is under copyright and reproduced herein with the permission of the copyright holders. Before reprinting, readers are advised to determine the copy right status of all such material or to secure permission of the copyright holders. This publication was developed by SAMHSA’s CSAT under purchase order 99M004228. Edwin Craft, Dr.P.H., served as the CSAT Government Project Officer. Saul Levin, M.D., M.P.A., Access Consulting International, Inc., served as the Project Director for the development of the original draft document. This document was edited and prepared for publication by CSAT’s Knowledge Application Program (KAP) under contract number 270-99-7072 with JBS International, Inc., and The CDM Group. Karl White, Ed.D., served as the CSAT KAP Government Project Officer. The opinions expressed herein are the views of the authors and do not represent the official posi tion of CSAT, SAMHSA, or any other part of the U.S. -
LGBT Student Guide for Education Abroad Table of Contents Why This Guide Was Made: a Note from the Author 2
LGBT Student Guide for Education Abroad Table of Contents Why This Guide Was Made: A Note From The Author 2 General Things to Consider 3 Global Resources 5 Internet Resources 5 Print Resources 5 Region and Country Narratives and Resources 6 Africa 6 Ghana 7 Pacifica 8 Australia 8 Asia 9 China 9 India 10 Japan 11 South Korea 12 Malaysia 13 Europe 14 Czech Republic 14 Denmark 15 France 16 Germany 17 Greece 18 Italy 19 Russia 20 Slovakia 21 Spain 22 Sweden 23 United Kingdom 24 The Americas 25 Argentina 25 Bolivia 26 Brazil 27 Canada 28 Costa Rica 29 Honduras 30 Mexico 31 Panama 32 Peru 33 1 Why This Guide Was Made A Note From The Author Kristen Shalosky In order to tell you how and why this guide was made, I must first give you some background on myself. I attended USF as an undergraduate student of the College of Business and the Honors College from Fall 2006 to Spring 2010. During that time, I became very involved with the LGBT (Lesbian, Gay, Bisexual and Transgender) advocacy movements on campus, including being President of the PRIDE Alliance for a year. When I was told that the Education Abroad department was looking for an Honors Thesis candidate to help find ways to make the department and its programs more LGBT-friendly, it seemed like a natural choice. As I conducted my research, I realized that there are some things that LGBT students need to consider before traveling abroad that other students don’t. Coming out as an LGBT student abroad can be much different than in the U.S.; in extreme cases, the results of not knowing cultural or legal standards can be violence or imprisonment. -
Lesbian, Gay, Bisexual, Transgender, and Queer Culture/ Community
California State University, San Bernardino CSUSB ScholarWorks Electronic Theses, Projects, and Dissertations Office of aduateGr Studies 6-2015 Exploring Cultural and Linguistic Aspects within the Lesbian, Gay, Bisexual, Transgender, and Queer Youth Community Justine Carrillo California State University - San Bernardino Julie Marie Houston California State University - San Bernardino Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd Part of the Lesbian, Gay, Bisexual, and Transgender Studies Commons, Other Feminist, Gender, and Sexuality Studies Commons, and the Social Work Commons Recommended Citation Carrillo, Justine and Houston, Julie Marie, "Exploring Cultural and Linguistic Aspects within the Lesbian, Gay, Bisexual, Transgender, and Queer Youth Community" (2015). Electronic Theses, Projects, and Dissertations. 170. https://scholarworks.lib.csusb.edu/etd/170 This Project is brought to you for free and open access by the Office of aduateGr Studies at CSUSB ScholarWorks. It has been accepted for inclusion in Electronic Theses, Projects, and Dissertations by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. EXPLORING CULTURAL AND LINGUISTIC ASPECTS WITHIN THE LESBIAN, GAY, BISEXUAL, TRANSGENDER, AND QUEER YOUTH COMMUNITY A Project Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degree Master of Social Work by Julie Marie Houston Justine Carrillo June 2015 EXPLORING CULTURAL AND LINGUISTIC ASPECTS WITHIN THE LESBIAN, GAY, BISEXUAL, TRANSGENDER, AND QUEER YOUTH COMMUNITY A Project Presented to the Faculty of California State University, San Bernardino by Julie Marie Houston Justine Carrillo June 2015 Approved by: Dr. Rosemary McCaslin, Faculty Supervisor, Social Work Dr. Rosemary McCaslin, M.S.W. -
1 Teaching LGBTQ History and Heritage Leila J. Rupp LGBTQ
1 Teaching LGBTQ History and Heritage Leila J. Rupp LGBTQ Heritage Initiative: Theme Study Chapter Imagine a world in which students could visit not just Civil War battlefields that raise the profound issues of slavery and what it means for states to be united, but also buildings that housed places that came to feel like home to people marginalized because of sexuality and gender, places that were important enough to defend against onslaughts by the police. That is the possibility that teaching the lesbian, gay, bisexual, transgender, and queer (LGBTQ) past through historic sites offers. The houses where famous and less known lesbian, gay, bisexual, and transgender people lived, the commercial establishments they patronized and defended, and even places that mark a history of discrimination and violence offer the opportunity to make LGBTQ history a part of US history in a way that makes a difference for students, wherever they are learning history. A more inclusive history certainly matters to LGBTQ students, who suffer not just from bullying and other forms of discrimination but also from being deprived of a past. Many years ago, I was teaching an introductory US history course when I ran into a student from the class who was working in the local gay restaurant. He told me that he had never heard of Stonewall until I talked about it in a lecture on social movement of the 1960s. He was so excited to hear a mention of the gay past in a history class that he told his roommate about it. He also came out, since they had never discussed their sexual identities, and then the roommate came out to him.