Pub Date : 2009-09-01DOI: 10.53841/bpslg.2009.10.1.23
S. Sand
Sharing one’s sexual orientation can be a public or private experience. Coming out in the classroom can impact both the teaching and learning process. The decision to come out to my students when I began teaching a class on sexual orientation was stressful and complicated. It was not a spontaneous revelation, but a conscious and deliberate choice. In retrospect, it was one of the most important decisions I have made in my teaching career and one I have never regretted. Teaching and learning are companions; I and my students have learned much from my stating, ‘I am a lesbian’ in the classroom.
{"title":"To reveal or not to reveal, that is the question","authors":"S. Sand","doi":"10.53841/bpslg.2009.10.1.23","DOIUrl":"https://doi.org/10.53841/bpslg.2009.10.1.23","url":null,"abstract":"Sharing one’s sexual orientation can be a public or private experience. Coming out in the classroom can impact both the teaching and learning process. The decision to come out to my students when I began teaching a class on sexual orientation was stressful and complicated. It was not a spontaneous revelation, but a conscious and deliberate choice. In retrospect, it was one of the most important decisions I have made in my teaching career and one I have never regretted. Teaching and learning are companions; I and my students have learned much from my stating, ‘I am a lesbian’ in the classroom.","PeriodicalId":311409,"journal":{"name":"Lesbian & Gay Psychology Review","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133942142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-09-01DOI: 10.53841/bpslg.2009.10.1.32
Linda Stepulevage
This paper represents the beginning of an attempt to explore a diverse group of students’ views on educators coming out as lesbian or gay in a higher education classroom. The article first provides a brief overview of gender and sexuality as explored in the Information Technology (IT) and computing subject area in order to provide a local context for discussing coming out in an IT classroom. Next it describes classroom social relations focusing on gender and sexuality as related to the educator’s coming out. Students’ responses to a survey distributed by the author are discussed and questions specific to IT and other subject areas are raised for further research.
{"title":"Sexuality in an Information Technology classroom","authors":"Linda Stepulevage","doi":"10.53841/bpslg.2009.10.1.32","DOIUrl":"https://doi.org/10.53841/bpslg.2009.10.1.32","url":null,"abstract":"This paper represents the beginning of an attempt to explore a diverse group of students’ views on educators coming out as lesbian or gay in a higher education classroom. The article first provides a brief overview of gender and sexuality as explored in the Information Technology (IT) and computing subject area in order to provide a local context for discussing coming out in an IT classroom. Next it describes classroom social relations focusing on gender and sexuality as related to the educator’s coming out. Students’ responses to a survey distributed by the author are discussed and questions specific to IT and other subject areas are raised for further research.","PeriodicalId":311409,"journal":{"name":"Lesbian & Gay Psychology Review","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114806205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-09-01DOI: 10.53841/bpslg.2009.10.1.58
Dwayne Schanz, Valory Mitchell
This paper reports a qualitative, hermeneutically informed, analysis of three clinical psychology textbooks published in North America and used in postgraduate psychology programmes in California universities. These texts are viewed as cultural products reflecting the intersection between homosexuality and psychology in Western culture. The impact on the reader/clinician of explicit, implicit, and excluded material about lesbian, gay and bisexual (LGB) people is considered. We conclude that, mainly by excluding LGB content, but also by occasionally presenting problematic constructions of LGB people, these textbooks express a contradiction: professional psychology in the US espouses pro-LGB ethics and advocacy, yet it co-operates with anti-LGB cultural, economic, and political forces. Possible reasons for this are considered. Educators and students are urged to take a leading role in confronting the heterosexism of textbooks, through teaching and learning how to question cultural bias.
{"title":"‘Don’t ask, don’t tell’: LGB invisibility and heterosexism in clinical psychology textbooks","authors":"Dwayne Schanz, Valory Mitchell","doi":"10.53841/bpslg.2009.10.1.58","DOIUrl":"https://doi.org/10.53841/bpslg.2009.10.1.58","url":null,"abstract":"This paper reports a qualitative, hermeneutically informed, analysis of three clinical psychology textbooks published in North America and used in postgraduate psychology programmes in California universities. These texts are viewed as cultural products reflecting the intersection between homosexuality and psychology in Western culture. The impact on the reader/clinician of explicit, implicit, and excluded material about lesbian, gay and bisexual (LGB) people is considered. We conclude that, mainly by excluding LGB content, but also by occasionally presenting problematic constructions of LGB people, these textbooks express a contradiction: professional psychology in the US espouses pro-LGB ethics and advocacy, yet it co-operates with anti-LGB cultural, economic, and political forces. Possible reasons for this are considered. Educators and students are urged to take a leading role in confronting the heterosexism of textbooks, through teaching and learning how to question cultural bias.","PeriodicalId":311409,"journal":{"name":"Lesbian & Gay Psychology Review","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122037225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-09-01DOI: 10.53841/bpslg.2009.10.1.47
Mickey Eliason, J. Elia
This article examines how we, two scholars with different backgrounds in terms of geography, education, profession, and sexuality, came together to support one another in teaching and writing ‘queerly’. Our professional evolution is explored with a particular focus on collaborating across difference to create a supportive and enriching form of scholarship that emerges both from similar political commitments (e.g. social justice) and from differences of perspective. The differences produce tensions that have given rise to new approaches and directions for teaching and scholarship. Using queer theory as a theoretical anchor, we have created new and innovative insights about sexuality and gender.
{"title":"Collaborations across difference: Coming out as a ‘queer’ research team","authors":"Mickey Eliason, J. Elia","doi":"10.53841/bpslg.2009.10.1.47","DOIUrl":"https://doi.org/10.53841/bpslg.2009.10.1.47","url":null,"abstract":"This article examines how we, two scholars with different backgrounds in terms of geography, education, profession, and sexuality, came together to support one another in teaching and writing ‘queerly’. Our professional evolution is explored with a particular focus on collaborating across difference to create a supportive and enriching form of scholarship that emerges both from similar political commitments (e.g. social justice) and from differences of perspective. The differences produce tensions that have given rise to new approaches and directions for teaching and scholarship. Using queer theory as a theoretical anchor, we have created new and innovative insights about sexuality and gender.","PeriodicalId":311409,"journal":{"name":"Lesbian & Gay Psychology Review","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133193226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-09-01DOI: 10.53841/bpslg.2009.10.1.65
I. Hodges
This article explores the experiences of LGB students via a brief report of selected findings from qualitative studies carried out by the Westminster Diversity in Education Research group (WiDER). These studies show that LGB students often feel marginalised and, to some extent, excluded from the departmental and university environment and have concerns over the lack of LGB-related material in course curricula. However, we also found that students described an overall positive experience of taking a psychology degree and a positive evaluation of the discipline itself. In addition to the implementation of concrete policies and procedures for more inclusive learning and teaching practices, universities must also recognise the distinctive needs and experiences of LGB students in higher education in order to create positive change.
{"title":"Out from the margins: Towards more inclusive university teaching and learning practices for lesbian, gay and bisexual psychology students","authors":"I. Hodges","doi":"10.53841/bpslg.2009.10.1.65","DOIUrl":"https://doi.org/10.53841/bpslg.2009.10.1.65","url":null,"abstract":"This article explores the experiences of LGB students via a brief report of selected findings from qualitative studies carried out by the Westminster Diversity in Education Research group (WiDER). These studies show that LGB students often feel marginalised and, to some extent, excluded from the departmental and university environment and have concerns over the lack of LGB-related material in course curricula. However, we also found that students described an overall positive experience of taking a psychology degree and a positive evaluation of the discipline itself. In addition to the implementation of concrete policies and procedures for more inclusive learning and teaching practices, universities must also recognise the distinctive needs and experiences of LGB students in higher education in order to create positive change.","PeriodicalId":311409,"journal":{"name":"Lesbian & Gay Psychology Review","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121565884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-09-01DOI: 10.53841/bpslg.2009.10.1.3
Virginia Braun, Victoria Clarke
{"title":"Guest Editorial: Coming out and negotiating heteronormativity in higher education","authors":"Virginia Braun, Victoria Clarke","doi":"10.53841/bpslg.2009.10.1.3","DOIUrl":"https://doi.org/10.53841/bpslg.2009.10.1.3","url":null,"abstract":"","PeriodicalId":311409,"journal":{"name":"Lesbian & Gay Psychology Review","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124359142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-09-01DOI: 10.53841/bpslg.2009.10.1.2
R. Nair
{"title":"Editorial – The times they are a-changin’","authors":"R. Nair","doi":"10.53841/bpslg.2009.10.1.2","DOIUrl":"https://doi.org/10.53841/bpslg.2009.10.1.2","url":null,"abstract":"","PeriodicalId":311409,"journal":{"name":"Lesbian & Gay Psychology Review","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133209434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-09-01DOI: 10.53841/bpslg.2009.10.1.8
Róisín Ryan-Flood
A commitment to challenging oppressive power relations within the context of teaching practice requires addressing multiple aspects of identity within the classroom and examining their impact on classroom dynamics. In this paper, I explore some of the challenges of being a lesbian academic navigating homophobia in the higher education workplace, including the classroom and lecture hall. The dilemmas I have encountered include: the degree to which I am open about my sexual identity with students; choosing appropriate moments to come out; and challenging heteronormative and homophobic viewpoints at the same time as encouraging students to freely engage in discussion around a range of complex issues. Attempting to create a non-heteronormative classroom involves a range of strategies, such as incorporating sexuality into the curriculum and supporting LGBT students. Efforts to challenge heteronormativity within higher educational settings reveal how identity and space are mutually constituted.
{"title":"Putting yourself on the line: Pedagogy, homophobia and the elephant in the classroom","authors":"Róisín Ryan-Flood","doi":"10.53841/bpslg.2009.10.1.8","DOIUrl":"https://doi.org/10.53841/bpslg.2009.10.1.8","url":null,"abstract":"A commitment to challenging oppressive power relations within the context of teaching practice requires addressing multiple aspects of identity within the classroom and examining their impact on classroom dynamics. In this paper, I explore some of the challenges of being a lesbian academic navigating homophobia in the higher education workplace, including the classroom and lecture hall. The dilemmas I have encountered include: the degree to which I am open about my sexual identity with students; choosing appropriate moments to come out; and challenging heteronormative and homophobic viewpoints at the same time as encouraging students to freely engage in discussion around a range of complex issues. Attempting to create a non-heteronormative classroom involves a range of strategies, such as incorporating sexuality into the curriculum and supporting LGBT students. Efforts to challenge heteronormativity within higher educational settings reveal how identity and space are mutually constituted.","PeriodicalId":311409,"journal":{"name":"Lesbian & Gay Psychology Review","volume":"78 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114096618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-09-01DOI: 10.53841/bpslg.2009.10.1.27
D. Foster, K. Perry
This article explores whether there is merit in a lesbian educator being ‘out’ in the classroom or whether her orientation should be invisible. Only part of what we teach is our content; the other part involves acting as role models and giving students more effective tools to interact in a diverse world; as such the question of ‘out’ or not begs an answer. This article is a conversation between two lesbians teaching at a rural northern college in Alberta, Canada, discussing whether to be ‘out’ or not in the classroom.
{"title":"Out of the closet, into the classroom?","authors":"D. Foster, K. Perry","doi":"10.53841/bpslg.2009.10.1.27","DOIUrl":"https://doi.org/10.53841/bpslg.2009.10.1.27","url":null,"abstract":"This article explores whether there is merit in a lesbian educator being ‘out’ in the classroom or whether her orientation should be invisible. Only part of what we teach is our content; the other part involves acting as role models and giving students more effective tools to interact in a diverse world; as such the question of ‘out’ or not begs an answer. This article is a conversation between two lesbians teaching at a rural northern college in Alberta, Canada, discussing whether to be ‘out’ or not in the classroom.","PeriodicalId":311409,"journal":{"name":"Lesbian & Gay Psychology Review","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132565580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-09-01DOI: 10.1057/9781137271129_14
Y. Taylor
{"title":"Facts, fictions, identity constrictions: Sexuality, gender and class in higher education","authors":"Y. Taylor","doi":"10.1057/9781137271129_14","DOIUrl":"https://doi.org/10.1057/9781137271129_14","url":null,"abstract":"","PeriodicalId":311409,"journal":{"name":"Lesbian & Gay Psychology Review","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131685015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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