DOCSLIB.ORG

SEXUAL ORIENTATION MICROAGGRESSIONS: the EXPERIENCE of LESBIAN, GAY, BISEXUAL and QUEER CLIENTS in PSYCHOTHERAPY by KIMBER LEIGH

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
SEXUAL ORIENTATION MICROAGGRESSIONS: the EXPERIENCE of LESBIAN, GAY, BISEXUAL and QUEER CLIENTS in PSYCHOTHERAPY by KIMBER LEIGH SEXUAL ORIENTATION MICROAGGRESSIONS: THE EXPERIENCE OF LESBIAN, GAY, BISEXUAL AND QUEER CLIENTS IN PSYCHOTHERAPY by KIMBER LEIGH SHELTON (Under the Direction of Edward Delgado-Romero) ABSTRACT Existing literature repeatedly illuminates the detrimental effects homophobia and heterosexism have on lesbian, gay, and bisexual (LGB) clients and the psychotherapeutic relationship. There is a growing body of literature that discusses the negative effects microaggressions, subtle, often innocuous messages that communicate a denigrating message to an attended target (Constantine, 2007; Pierce, et al., 1978; Sue, et al., 2007b), have on the therapeutic environment. However, research literature fails to discuss the effects subtle forms of discrimination, specifically sexual orientation microaggressions, have on LGB and queer (Q) clients and the therapeutic relationship; nor is there an established typology of microaggressions directed towards LGBQ psychotherapy clients. The dearth of empirical research on sexual orientation microaggressions is problematic given the LGB community’s high utilization of mental health services, and the high probability that sexual minority clients are seen by heterosexual clinicians who most likely, consciously or unconsciously, hold some disparaging views for sexual minorities. The purpose of this study was to utilize a qualitative methodology to explore the phenomenon of sexual orientation microaggressions with 16 self-identified LGBQ psychotherapy clients. It was hypothesized that: (a) themes or a typology would emerge to represent sexual orientation microaggressions, (b) the presence of sexual orientation microaggressions within the individual therapeutic environment would have a negative impact on the therapeutic process, and (c) LGBQ individuals experience sexual orientation microaggressions in a variety of formats within the individual therapeutic environment. Results of this study validated the existence of sexual orientation microaggressions within the therapeutic environment and a typology of eight sexual orientation microaggression themes was constructed. Sexual orientation microaggressions had negative emotive, cognitive, and behavioral consequences for LGBQ clients, and detrimentally impacted the overall therapeutic process. Sexual orientation microaggressions also manifested in a variety of formats, including verbal, nonverbal and environmental transmission. This study extended the empirical research on microaggressions, and implications from this study can be used to advance clinical training and improve the quality of services provided to LGBQ clients. INDEX WORDS: Microaggressions, sexual orientation, psychotherapy, counseling, gay, lesbian, bisexual, queer SEXUAL ORIENTATION MICROAGGRESSIONS: THE EXPERIENCE OF LESBIAN, GAY, BISEXUAL AND QUEER CLIENTS IN PSYCHOTHERAPY by KIMBER LEIGH SHELTON B.A., Roberts Wesleyan College, 2002 M.S., Niagara University, 2005 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2009 © 2009 Kimber Leigh Shelton All Rights Reserved SEXUAL ORIENTATION MICROAGGRESSIONS: THE EXPERIENCE OF LESBIAN, GAY, BISEXUAL AND QUEER CLIENTS IN PSYCHOTHERAPY by KIMBER LEIGH SHELTON Major Professor: Edward Delgado-Romero Committee: Linda Campbell Yvette Getch Rosemary Phelps Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia August 2009 iv DEDICATION I dedicate this dissertation to my family. Completing this dissertation and graduate school have not been solitary efforts. I would not be where I am today without the love and support you have all given me. My hope is that each one of you knows that this work is as much of a reflection of you as it is of me. As well as being supportive, I am grateful that you also made it so easy for me to forget about schoolwork. Thank you! v ACKNOWLEDGEMENTS I would like to express my gratitude to Dr. Edward Delgado-Romero who has been a wonderful mentor, supervisor, professor and friend. Looking back over the last four years, I cannot imagine what my doctoral experience would have been like without his involvement. He has been a better advisor than I could have ever wished for. Thank you for encouraging my research, pushing my growth in multiculturalism, and for helping me define who I am as a psychologist. In the future, I hope to provide leadership and support to African American women as Dr. Rosemary Phelps has provided to me. Not only did she provide me with opportunities to lead diversity-focused groups and classes, she provided me with guidance along the way. I am thankful for developing a relationship with her that both challenged me to grow and validated who I am as a woman and as a psychologist. Of course, our West Virginia connection immediately drew me to Dr. Linda Campbell, but my respect for the many hats she wears kept me invested in staying close to her. Somehow she balances supervising, teaching, CCPE, assessments and professional activities, yet always remains cool, calm, and collected. As my life becomes more hectic, I hope that some of her composed demeanor rubbed off on me. I would like to thank Dr. Yvette Getch for helping me improve my teaching skills and for her guidance in this dissertation. I am inspired by her dedication and expertise in disability issues and I hope that I demonstrate the same dedication to multiculturalism and diversity. vi I would like to send a special thank you to Dr. Anneliese Singh for her guidance in qualitative methodologies and for sharing some of her expertise in LGBT issues with me. Thank you to Dr. Corey Johnson who allowed me to work under the Safer Spaces grant, which began my structured research on LGBT issues. I must acknowledge my clinical supervisors at the Georgia State University Counseling and Testing Center who have showed an interest in my dissertation and my clinical development. Thank you Drs. Michelle Lyn, Yared Alemu and Alaycia Reid. I am also grateful that I can continue my commitment working with LGBQ individuals co-facilitating Sexual and Gender Diversity group with Dr. Rachel Kieran. I have been extremely fortunate to receive financial support for my dissertation from the University of Georgia’s Center for Research and Engagement in Diversity (RED) seed grant, and Graduate School and Alumni Association’s Diversity Research Scholarship Award. This dissertation would not have been possible without the support of the UGA LGBT Resource Center. Thank you to Dr. Michael Shutt for allowing me to co-facilitate the Rainbow Chat Gender group and to Jennifer Miracle for advertising my focus groups and for providing space for the focus groups. Finally, I must thank the group members of Gender Chat, the young man I met at the Augusta Youth Development Campus, and the individuals who participated in this research study. Being a well-intentioned and multiculturally-focused individual, it came as a shock (and horror) to discover the covert biases and heteronormative beliefs I unknowingly held for LGBQ individuals. I entered into my experiences working with LGBQ individuals thinking that I would somehow help LGBQ individuals be LGBQ, but I quickly realized that it was I who would be doing much of the learning. My overall goal from this work is to help seemingly well-informed clinicians, similar to myself, provide the best quality services possible to LGBQ individuals. vii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS .............................................................................................................v LIST OF TABLES ......................................................................................................................... ix CHAPTER 1 INTRODUCTION .........................................................................................................1 Background and Context ...........................................................................................1 Purpose ......................................................................................................................7 Statement of the Problem ..........................................................................................8 General Hypotheses ...................................................................................................9 Delimitations ...........................................................................................................10 The Researcher ........................................................................................................11 Definitions and Operational Terms .........................................................................13 2 REVIEW OF RELATED RESEARCH .......................................................................19 Microaggressions .....................................................................................................19 Heterosexism and Homophobia within the Mental Health Professions ..................26 Current Study ..........................................................................................................53 3 Methods and Procedures ..............................................................................................59 Research Design ......................................................................................................59 Description of the Sample .......................................................................................62 Data Collection ........................................................................................................64
Load more

Recommended publications
  • Critical Race Theory, Race and Gender Microaggressions, and the Experience of Chicana and Chicano Scholars
    QUALITATIVE STUDIES IN EDUCATION, 1998, VOL. 11, NO. 1, 121±136 Critical race theory, race and gender microaggressions, and the experience of Chicana and Chicano scholars D ANIEL G . SOLO; RZANO G raduate School of Education & Information Studies University of California, Los Angeles Using critical race theory as a framework, this article provides an examination of how racial and gender microaggressions aåect the career paths of Chicana and Chicano scholars. This paper reports on open-ended survey and interview data of a purposive sample of six Chicana and six Chicano Ford Foundation Predoctoral, D issertation, and Postdoctoral M inority Fellows. There are three objectives for this study : (a) to extend and apply a critical race theory to the ®eld of education, (b) to `` recognize,’’ `` document,’’ and analyze racial and gender microaggressions of Chicana and Chicano scholars, and (c) to `` hear ’’ the voice of `` discrimination’s victims ’’ by examining the eåect of race and gender microaggressions on the lives of Chicana and Chicano scholars. Three patterns of racial and gender microaggressions were found : (a) scholars who felt out of place in the academy because of their race and}or gender, (b) scholars who felt their teachers}professors had lower expectations for them, and (c) scholars’ accounts of subtle and not so subtle racial and gender incidents. The article ends with possible directions for continued critical race theory research with scholars of color. Introduction These [racial] assaults to black dignity and black hope are incessant and cumulative. Any single one may be gross. In fact, the major vehicle for racism in this country is oåenses done to blacks by whites in this sort of gratuitous never- ending way.
    [Show full text]
  • The Relationship Between Experiences with Microaggression and the Leadership Practices of Mid-Level Student Affairs Professionals
    THE RELATIONSHIP BETWEEN EXPERIENCES WITH MICROAGGRESSION AND THE LEADERSHIP PRACTICES OF MID-LEVEL STUDENT AFFAIRS PROFESSIONALS LaDonna R. Moore A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2016 Committee: Dafina-Lazarus Stewart, Advisor Judith Jackson May Graduate Faculty Representative Nicholas Bowman Patrick Pauken © 2016 LaDonna R. Moore All Rights Reserved iii ABSTRACT Dafina-Lazarus Stewart, Advisor Microaggressions reflect the active manifestation of oppressive worldviews that create, maintain, and perpetuate marginalization (Sue, 2010a). Individuals from marginalized backgrounds “describe their work climate as hostile, invalidating, and insulting because of microaggressions that assail their race, gender, or sexual-orientation identities” (Sue, 2010a, p. 213). The purpose of this study was to explore the relationship between microaggression and the work experience of mid-level student affairs professionals within higher education, specifically those from marginalized populations that pertain to race, ethnicity, gender, sexual orientation, religious affiliation, or disability. Participants completed a web-based survey that measured their interactions with microaggression and its relationship with their leadership practices. Descriptive statistics and multiple regression analyses were performed to analyze the data for this study. The results of this study confirm what the extant literature, focused on the experience of higher education professionals, has demonstrated. Prior studies have found that administrators within higher education encounter microaggression (Alabi, 2014; Garvey & Drezner, 2013). Within this study, 78.3% of participants reported that they have experienced microaggression within the workplace. These individuals also revealed that the forms of microaggression they experience most frequently included microinvalidations, followed by microinsults.
    [Show full text]
  • Examples of Microaggressions 1 Theme Microaggression Examples
    Examples of Microaggressions Theme Microaggression Examples Message Race Assumptions of criminality A security guard following a Black You are a criminal. person, presuming that they are going to cause damage or steal. You are going to steal/you are poor, you do not belong. While walking through the halls of a College building, a security guard You are dangerous. approaches a black member of staff to ask if she/he is lost, even though she/he is in a group with other staff members. Objectification/tokenism (e.g. “What are you? You’re so You are a perpetual foreigner in when BAME people are objectified interesting looking!” your own country. or treated as tokens). “she is so exotic”. Your ethnic/racial identity makes you exotic. “how do you get your hair like that?!” You are outside of the norm. Assumptions of intellectual “You’re so articulate”. BAME people are generally not as inferiority (e.g. BAME people are intelligent as White people. assumed to be less intelligent or “you speak English so well”. capable than white people). Denigrating cultural To an East Asian person: “Why are Assimilate to dominant culture. values/communication styles (e.g. you so quiet? We want to know the notion that the values and what you think. Be more verbal.” Leave your cultural baggage communication styles of the “Speak up more.” outside. dominant/White culture are ideal/”normal”). There is no room for difference. 1 Examples of Microaggressions Asking a Black person: “Why do you have to be so loud/animated/aggressive? Just calm down.” Colour blindness (e.g.
    [Show full text]
  • Microaggressions: Triggers and Responses
    Microaggressions: Triggers and Responses WHITWORTH UNIVERSITY TEACHING ROUNDTABLE LORNA HERNANDEZ JARVIS, ASSOCIATE VICE PRESIDENT FOR DIVERSITY, EQUITY AND INCLUSION, AND CDO For personal/individual use only. Do not copy or distribute any of this material without the author’s permission Inclusive Excellence in Higher Education Colleges and universities are to create environments in which everyone feels welcome, encouraged to learn and flourish Many who do not conform to dominant demographics don’t always feel included, and their academic learning experience is negatively impacted. Microaggressions point out cultural difference in ways that put the target’s non-conformity into sharp focus often causing anxiety and crises of belonging. We must find ways to engage with difference in more intelligent and nuanced ways, and train our minds to entertain more complex views of the world. Inclusive Excellence in Higher Education Exclusion, Alienation, and discrimination persist within the academy Racism, sexism, homophobia, and other forms of discrimination are in fact commonplace. Many see the responses to microaggressions as overreactions Implicit biases have serious consequences beyond hurt feelings: Discriminatory hiring Racial inequities in policing and broader criminal justice Physical and psychological Health impact Microaggressions matter because they are SYMPTOMS AND CAUSES of a larger structural problem Inclusive Excellence in Higher Education Call to downplay microaggressions underestimates the powerful effect of sanctioning
    [Show full text]
  • Examples of Racial Microaggressions
    Examples of Racial Microaggressions Theme Microaggression Message Alien in own land “Where are you from?” You are not American When Asian Americans and Latino “Where were you born?” You are a foreigner Americans are assumed to be “You speak good English.” foreign-born A person asking an Asian American to teach them words in their native language. Ascription of Intelligence “You are a credit to your race.” People of color are generally not as Assigning intelligence to a person of “You are so articulate.” intelligent as Whites. color on the basis of their race. Asking an Asian person to help with a It is unusual for someone of your Math or Science problem. race to be intelligent. All Asians are intelligent and good in Math / Sciences. Color Blindness “When I look at you, I don’t see Denying a person of color’s racial / Statements that indicate that a White color.” ethnic experiences. person does not want to “America is a melting pot.” Assimilate / acculturate to the acknowledge race “There is only one race, the human dominant culture. race.” Denying the individual as a racial / cultural being. Criminality – assumption of criminal A White man or woman clutching You are a criminal. status their purse or checking their wallet as You are going to steal / You are poor A person of color is presumed to be a Black or Latino approaches or / You do not belong / You are dangerous, criminal, or deviant on passes. dangerous. the basis of their race. A store owner following a customer of color around the store.
    [Show full text]
  • Conference Abstracts Posters Abstracts Overview
    Psychology, Community & Health pch.psychopen.eu | 2182-438X Conference Abstracts Posters 1st International Conference on LGBT Psychology and Related Fields – Coming out for LGBT Psychology in the current international scenario (Lisbon, Portugal, 20-22 June 2013) Psychology, Community & Health, 2013, Vol. 2(2), 259±303, doi:10.5964/pch.v2i2.74 Published: 2013-6-10. This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Table of Contents Abstracts Overview.................................................................................................................................................................................. 259 Abstracts.................................................................................................................................................................................................. 263 Author Index............................................................................................................................................................................................ 303 Abstracts Overview A Importância da Orientação Sexual na Auto-Eficácia no uso do Preservativo dos HSH em Contexto de Prostituição........................ 263 Inês Gonçalves, Isabel Borges, Justino Filho, Henrique Pereira, M. Eugénia Saraiva Actitudes Hacia la no Conformidad de Género en
    [Show full text]
  • Violence and Empowerment Psychological Support for Lgbtq Persons
    VIOLENCE AND EMPOWERMENT PSYCHOLOGICAL SUPPORT FOR LGBTQ PERSONS VIOLENCE AND EMPOWERMENT PSYCHOLOGICAL SUPPORT FOR LGBTQ PERSONS KATARZYNA DUŁAK / JAN ŚWIERSZCZ INTRODUCTION: KATARZYNA DUŁAK AND JAN ŚWIERSZCZ AUTHOR OF THE CHAPTER I: JAN ŚWIERSZCZ AUTHOR OF THE CHAPTER II: KATARZYNA DUŁAK PROOFREADING: MARCIN TEODORCZYK COVER DESIGN AND TYPESETTING: JOANNA SYNOWIEC EDITION I ISBN 978-83-933619-1-5 PUBLICATION CO-FINANCED BY EVZ FOUNDATION PUBLISHER: KAMPANIA PRZECIW HOMOFOBII (CAMPAIGN AGAINST HOMOPHOBIA) UL. SOLEC 30A, 00–403 WARSZAWA TELEPHONE: 22 423 64 38 WWW.KPH.ORG.PL [email protected] COPYING AND DISTRIBUTING IS ALLOWED IS ALLOWED UNDER THE CONDITION OF PROVIDING THE SOURCE. THE PUBLICATION IS DISTRIBUTED FREE OF CHARGE. COPYRIGHT © BY KAMPANIA PRZECIW HOMOFOBII (CAMPAIGN AGAINST HOMOPHOBIA), 2013 TABLE OF CONTENTS INTRODUCTION 6 CHAPTER I / JAN ŚWIERSZCZ 10 THE ORIGINS OF HOMOSEXUALISM 11 DISCRIMINATION IN SOCIAL PSYCHOLOGY 19 PATIENTS AND EXAMINED PERSONS 26 PERVERSE SOCIETY 29 THE WORLD OF LIVING 32 OPPRESSION AND VIOLENCE 37 WELFARE OF LGBTQ PERSONS 46 EMPANCIPATION AND LIBERATION 52 CHAPTER II / KATARZYNA DUŁAK 58 PSYCHOLOGICAL SUPPORT FOR LGBTQ PERSONS 59 PSYCHOLOGICAL ETHICS AT WORKING WITH LGBTQ PERSONS 60 SOCIO-CULTURAL ASSUMPTIONS REGARDING SEXUALITY 67 SOCIO-CULTURAL ASSUMPTIONS REGARDING SEX 78 ECOMMENDATIONS FOR INSTITUTIONS AND INDIVIDUALS PROVIDING PSYCHOLOGICAL SUPPORT 87 CHAPTER III 113 THE PATIENT NEVER HAS SYMPTOMS – A CONVERSATION WITH DANIEL BĄK 114 REJECTION OF ASSUMPTIONS ABOUT EXISTENCE OF ANY OBVIOUSNESSES – A CONVERSATION WITH KATARZYNA BOJARSKA 136 UNLEASHING THE SENSE OF PRIDE AND INFLUENCE ON ONE’S OWN LIFE – A CONVERSATION WITH ALICJA DŁUGOŁĘCKA 151 THE BASIC THING IS AWARENESS – A CONVERSATION WITH GRZEGORZ INIEWICZ 162 RECOMMENDATIONS FOR POLISH SCIENTIFIC SOCIETIES REGARDING TREATMENT AND THERAPEUTIC ASSISTANCE FOR HOMO- AND BISEXUAL PERSONS 178 DICTIONARY 183 INFORMATION ABOUT AUTHORS 192 INTRODUCTION 6 We feel pain because we harm each other, and we shall suffer as long as we continue to harm.
    [Show full text]
  • 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.
    [Show full text]
  • Making the Invisible Visible: Gender Microaggressions
    UNH ADVANCE INSTITUTIONAL TRANSFORMATION An NSF funded program to improve the climate for UNH faculty through fair and equitable policies, practices and leadership development. Making the Invisible Visible: Gender Microaggressions Imagine these scenarios: You are a member of a faculty search committee hiring an committee member frequently looks at her chest, which makes assistant professor in biology. The committee is just starting a the candidate very uncomfortable. The committee member face-to-face interview with a candidate named Maria Vasquez. seems unaware of her behavior. She has dark hair, dark eyes, and a tan complexion. Most During a meeting of the faculty search committee on which you committee members assume Dr. Vasquez is Latina. One of your are serving, almost every time a female colleague tries to speak, colleagues asks an ice-breaking question, “Where are you from?” she is interrupted by a male colleague. No one says anything Dr. Vasquez responds, “Minneapolis.” Your colleague follows-up when this happens. Finally, your female colleague stops trying with, “No, I mean, where do you come from originally?” to ofer contributions to the discussion. You wonder what she Dr. Vasquez frowns. “Minneapolis,” she repeats with an edge to wanted to say. her voice. An African American man named Alex is a candidate for a A search committee hiring a department chair in environmental tenure-track job in chemistry. During his on-campus interview, science is meeting to discuss the fnal list of candidates, which the chairperson of the search committee is giving him a tour. As includes two men and one women.
    [Show full text]
  • Understanding and Confronting Racial Microagression: an Imperative for Social Work Critical Social Work 17(1) Shandra S
    Critical Social Work School of Social Work University of Windsor 401 Sunset Avenue Windsor, Ont. Canada N9B 3P4 Email: [email protected] Publication details, including instructions for authors and subscription information can be found at: http://uwindsor.ca/criticalsocialwork Link to article: http://www1.uwindsor.ca/criticalsocialwork/microagression Critical Social Work, 2016 Vol. 17, No. 1 17 Forrest-Bank Understanding and Confronting Racial Microagression: An Imperative for Social Work Critical Social Work 17(1) Shandra S. Forrest-Bank University of Tennessee, Knoxville Abstract Racial discrimination is a matter of public health and social justice and an issue that lies at the very heart of the social work profession. Modern forms of racial discrimination are frequently hidden, subtle, and unintended. This type of discrimination, described by the construct of racial microaggression, poses significant challenges to social work practitioners, educators, and researchers striving to promote justice and equality. The construct, however, also offers a powerful tool for understanding and intervening in discrimination. This paper defines and traces recent developments related to the concept of racial microaggression and discusses how acts of microaggression perpetuate prejudice and oppression. The tenets of Critical Race Theory, in which the construct of microaggression is grounded, is presented with a discussion for why postracial discourse may be counterproductive toward efforts aimed at deconstructing and eliminating racism. The paper concludes with specific recommendations for how the social work profession can integrate knowledge about microaggression into practice, policy, education, research, and intervention in a way that avoids potential pitfalls associated with addressing this sensitive issue. Keywords: Critical Race Theory, postracial discourse, racial discrimination, racial microaggression, subtle racism Critical Social Work, 2016 Vol.
    [Show full text]
  • Of Sexual Orientation and Gender Diversity
    WELCOME to DIVISION 44! Society for the Psychology Division 44 is a place where you’ll find personal and professional support for issues that concern MEMBER BENEFITS lesbian, gay, bisexual, transgender, and queer of Sexual Orientation For those looking for their professional home individuals (LGBTQ) and their allies. within psychology, Division 44 provides a culture of support for its members. In addition, the This is an important time to be a part of the and Gender Diversity society. By joining the society today, you will following benefits are just a sample of why our be a part of a group working advance the level WWW.APADIVISION44.ORG loyal members love belonging: of psychology research and education related to LGBT issues. In addition, you’ll receive the following member benefits: Flagship Journal The Journal Psychology of Sexual Orientation & • Print and online access to Psychology of Gender Diversity is a scholarly journal dedicated Sexual Orientation and Gender Diversity Personal and Professional to the dissemination of information in the field • Division Newsletter (published 3x per of sexual orientation and gender diversity. year) Support for Issues that The journal is a primary outlet for research, • Discounts on books from the Division 44/ particularly as it impacts practice, education, APA Book Series Concern LGBTQ Psychology • Access to member listserv public policy ad socail action. It is a forum for • Networking opportunities with those scholarly dialogue that explores the multifaceted interested in LGBT psychology aspects of gender and sexual orientation. More information about the Society is available Division 44 Newsletter on our web site at www.apadivisions.org/ Produced 3 times per year--and open for division-44.
    [Show full text]
  • Language As Microaggression: the New Lexicon of American Racism
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by eGrove (Univ. of Mississippi) University of Mississippi eGrove Electronic Theses and Dissertations Graduate School 2012 Language as Microaggression: the New Lexicon of American Racism Juan Thurmond Follow this and additional works at: https://egrove.olemiss.edu/etd Part of the American Studies Commons Recommended Citation Thurmond, Juan, "Language as Microaggression: the New Lexicon of American Racism" (2012). Electronic Theses and Dissertations. 283. https://egrove.olemiss.edu/etd/283 This Dissertation is brought to you for free and open access by the Graduate School at eGrove. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of eGrove. For more information, please contact [email protected]. LANGUAGE AS MICROAGGRESSION: THE NEW LEXICON OF AMERICAN RACISM A Thesis Presented for the Master of Arts Degree The University of Mississippi by Juan Thurmond December 2012 Copyright © 2012 by Juan Thurmond ALL RIGHTS RESERVED ABSTRACT There are countless occasions where marginalized groups bear witness to language-based discriminatory practices. Language, as defined here, is a species of symbolism. After reviewing the sociological literature, the term “microaggressions” appears to best describe the phenomena in its everyday occurrences. Microaggressions are “the brief and commonplace daily verbal, behavioral, and environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial, gender, sexual-orientation, and religious slights and insults to the target person or group” (Sue, Capodilupo, et al., 2007; Sue, 2010). Sue classifies microaggressions into three forms: microassaults, microinsults, microinvalidations. The purpose of the project was tri-fold.
    [Show full text]