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Portland State University
School of Social Work – MSW Program
SW 560 – Understanding and Working with LGBT populations in Social Work
(3 credits)
Course Description:
This class will explore the current theory and understanding of the dominant system of
social privilege and oppression as it applies to sexual orientation and gender/gender
identity/gender expression. The emphasis of this course is on combating oppression and
discrimination in professional, personal, community, and social environments, and in developing
affirming social work practices. The course is centered around students engaging in experiential
learning exercises that will challenge their own internalized and socially constructed beliefs.
Course Objectives:
Students in this course will be assisted in developing the following social work competencies as
they relate to professional behavior and engaging diversity in social work practice:
CSWE Core Competency 1: Ethics and Professional Behavior, 2: Engaging Diversity and
Difference, and 3: Advancing Human Rights and Social and Economic Justice are the sources of
the primary practice behaviors that students will engage in for program assessment purposes
during this class. Engaging in and/or demonstrating these practice behaviors are steps toward
attaining competence in the areas of professionalism and diversity.
 PB1b. Recognizes how personal values, beliefs, and thoughts impact social work
practice and addresses those that interfere with practice.
 PB2c. Demonstrates self-awareness and an ability to recognize and reduce the influence
of personal bias, privilege, and participation in systems of oppression and the forces that
reinforce these systems.
 PB3b. Understands systemic oppression and privilege and engaged in practices to
dismantle oppression and advance social and economic justice.
Access to Instructor:
Instructor: Greg L. Pugh, MSW, LICSW, ACSW, PhD
Office: ASRC, Room 620V | Office Phone: 503.725.5035
Email: gpugh@pdx.edu
Texts (Required):
1. Morrow, D. & Messenger, L., (Eds.). (2006). Sexual orientation and gender expression in
social work practice: Working with gay, lesbian, bisexual, and transgender people. New
York: Columbia University Press.
2. Gold, M. (Ed.) (2008). Crisis: 40 Stories revealing the personal, social, and religious pain
and trauma of growing up gay in America. Austin, TX: Greenleaf Book Group Press.
3. E-Course Pack on D2L
4. There will be additional material either posted on D2L, or handed out in class (e.g.
pamphlets, charts, graphs, tables, other short readings).
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Accommodations through the Disability Resource Center (DRC)
PSU and the School of Social Work are committed to providing accommodations for
students who have disabilities in order to equalize their ability to achieve success in academic
classes and to ensure physical access to student activities or university-sponsored events. The
Disability Resource Center (DRC) provides academic accommodation for students in both
classroom and testing situations and coordinates registration for students with disabilities. The
DRC is located in Room 116 Smith Memorial Center and can be reached at 725-4150 and
through TTY at 725-6504, and drc@pdx.edu. A staff member from Disability Resource Center
will specify in a letter the accommodation(s) that will be required for this class. This letter must
be received by the instructors in order for services to be in place.
Populations at Risk
Social work education programs integrate content on populations-at-risk, examining
factors that contribute to and constitute being at risk. Course content (including readings,
lectures, class discussions and assignments) educate students to identify how social group
membership influences access to resources, and covers the dynamics of risk factors to include
responsive and productive strategies to redress them. Populations-at-risk are those who are
intentionally or unintentionally discriminated against because of one or more attributes or
statuses that fall outside of what is considered normative by dominant social identity groups or
are not valued by the dominant society.
Social and economic justice content is grounded in the understanding of different models
of justice, e.g. distributive justice, human and civil rights, and the global interconnectedness of
oppression and privilege. Vulnerable, oppressed and/or marginalized persons and groups are at
increased risk of social isolation and economic disadvantage and its consequences because of the
pervasive effects of structural inequality and lack of access to power. Diverse populations that
are vulnerable due to poverty, age, gender, ability, citizenship status, linguistic tradition,
nationality, religion, race, and sexual orientation are discussed. Inclusion of content on
populations-at-risk directly and explicitly seeks to prepare social workers to practice within the
NASW code of ethics.
Academic Honesty and Integrity
All work submitted in this course must be your own, and it must be produced specifically
for this course. (If you wish to incorporate some of your prior work into a course assignment,
you must have the prior approval of your instructor.) All sources used in your work (ideas,
quotes, paraphrases, etc.) must be properly acknowledged and documented. Violations of
academic honesty will be taken seriously. Consequences may include failure in the course and
suspension from your academic program. It is your responsibility to familiarize yourself with
the academic honesty and integrity guidelines found in the current student handbook and online.
Please take some time to review the student handbook and the University’s Student
Conduct Code, with particular attention to Academic Dishonesty. The student handbook offers
guidance as to how to avoid plagiarism and also describes faculty responsibilities around
academic dishonesty. Please note: You cannot turn in the same paper to two different classes.
If I have cause to believe that academic honesty is in question, I may share your paper
with another faculty member and/or your advisor as part of the process of resolution. If the
paper receives an unsatisfactory grade for any reason, a copy of the paper may be retained and/or
provided to your advisor or other faculty as needed.
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Confidentiality and Privacy
It is strongly recommend that you discuss all assignments, readings, and case
material incorporated into papers with your field instructor or supervisor. If case material
or client information are incorporated into papers, assignments, and/or the classroom, it is
necessary to comply with agency policies about confidentiality, to always disguise case material,
and to follow the NASW Code of Ethics in regard to confidentiality.
www.socialworkers.org/pubs/code/default.asp
The MSW program requires students to get informed consent when recording (both
audio and visual) a client interview. The Informed Consent to Audio or Video Interview form
can be downloaded from the student web center.
For all assignments, your work is respected as private. However, if the instructor
has reason to believe that your professional and/or academic development are of concern, or if
client safety is a concern, a copy of your work (including work that is spoken) may be retained
and/or shared with other faculty, your advisor, or any other person who may need to be involved
as part of the process of resolution.
PSU and SSW Policies that Guide Faculty and Student Behavior
All PSU employees are mandatory reporters of child abuse. For more information, go to
www.pdx.edu/ogc/mandatory-child-abuse-reporting. The Office of General Counsel can be
reached at 503-725-8050.
PSU requires work and study free from discrimination and harassment. PSU Office of
Equity and Compliance has adopted a formal Prohibited Discrimination and Harassment
Policy.
The Office of Equity and Compliance can be found at: www.pdx.edu/diversity/office-ofequity-compliance.
Attendance and Professional Behavior
Since this course is designed to be delivered in an intensive, 4-day format, full attendance
for each class is necessary in order to pass the class (no exceptions). Each class is essentially
three classes from the usual term. Students who miss one day, attend a half day, or are habitually
late (or depart early) will not pass this course. Seriously.
Social work is a profession that requires a high level of professionalism and selfawareness. You will be expected to demonstrate that in the classroom, in the same manner as
you would in the work place. This will require you to be present and engaged in classroom
activities and to maintain a respectful learning environment (i.e., arrive to class on time, turn off
your cell phone, no texting, no side conversations, maintain confidentiality, complete the
exercises, and stay for the entire class). The class will begin promptly at 1:00PM, and will be
dismissed at 9:20PM, as scheduled.
Instructional Methods
This seminar course is composed of in-class discussion, in-class individual and group
activities, and some lecture. There will be documentary films shown in class, and possibly some
guest speakers. Students will complete a series of Field Exercises in their community and/or
social settings and submit written reports and reflection papers about these experiences.
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Assignments and Grading: Detailed descriptions are provided at the end of the syllabus.
Assignment
Points
Due Date
(% of Grade)
1. Field Activities
a. Gender Messages Analysis
10
Week 3
b. Pink Triangle Exercise
20
Week 4
c. Coming Out Exercise
20
Week 6
d. Gender in One Day Exercise
10
Week 7
e. Practice Environment Assessment 15
Week 10
2. Reflection Papers
a. Speaker Panel Reflection
10
Week 7
b. Film Reflections (x3)
15 (5 each)
Week 8, 9, & 10
Grading Scale for Graduate Work at PSU
A
A-
94 – 100% 4.00
90 – 93% 3.67
B+
B
B-
88 – 89%
84 – 87%
80 – 83%
3.33
3.00
2.67
C+
C
CD+
D
DF
78 – 79%
74 – 77%
70 – 73%
68 – 69%
64 – 67%
60 – 63%
< 60%
2.33
2.00
1.67
1.33
1.00
0.67
0.00
A grade of C or higher is required in this course in order to pass and receive graduate credit.
Incompletes
A student may request an incomplete from an instructor when all of the following criteria apply:
 Quality of work in the course up to that point is C level or above.
 Essential work remains to be done. "Essential" means that a grade for the course could not
be assigned without dropping one or more grade points below the level achievable upon
completion of the work.
 Reasons for assigning an "I" must be acceptable to the instructor and to the Office of
Graduate Studies. The student does not have the right to demand an "I.” An instructor is
entitled to insist on appropriate medical or other documentation. The circumstances must be
unforeseen or be beyond the control of the student. In no case is an "Incomplete" grade
given to enable a student to do additional work to raise a deficient grade.
 A Request for Incomplete form (on student web center) is completed by the student and
discussed with the instructor prior to the end of the course. The instructor will determine if
the request meets University policy, as indicated above, and if approved a due date for the
remaining work will be determined and the form signed by both instructor and student. (more
detail is in the MSW Student Handbook)
Required Format for Assignments
Basic APA is required for format and citations. This means 1-inch margins, Times New
Roman 12-point font, double-spaced (without extra spacing between paragraphs), with page
numbers, a cover page (the only place where your name appears), printed on only one side of the
page, and fully correct APA citations and references. No running head or abstract.
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Course Calendar:
Week Topic
Introductions,
1
course outline,
content and
construction;
--Brief Review of
Privilege and
Oppression
--Demographics
and diversity
2
Sexual
Orientation &
Gender
Expression –
How we become
who we are
--Attitudes
toward
Homosexuality
--Explore your
own sexuality;
deeply question
the unquestioned,
unexamined, and
privileged
position
--Deconstruct
gender, gender
identity, and
sexual orientation
--Terminology
3
--The History of
GLBT Peoples
--Cultural History
and symbolism
Reading
--M&M – CH3
--Spencer, M.S. (2008). A
social worker’s reflections
on power, privilege, and
oppression [Editorial].
Social Work, 53(2), 99101.
--Chizhik, E.W., &
Chizhik, A.W. (2005).
Are you privileged or
oppressed? Students’
conceptions of themselves
and others. Urban
Education, 40(2), 116-143.
--M&M – CH 1
--Marsiglia, F.F., & Kulis,
S. (2009). Chapter 3: The
intersectionality of race
and ethnicity with other
factors. In Diversity,
oppression, and change.
Chicago: Lyceum Books,
pp. 42-54.
Activities
--Class Activity:
Class Beliefs
Survey and Fears
Cards
--Class Activity:
Privilege Points
--M&M – CH 2, Appendix
A
--Collingsworth, S.D.
(2002). A proud history.
In Inspiration for LGBT
--Scale Results
Review
--FILM:
“Paragraph
Due Dates
--Review Survey
Results
--Class Activity:
Dyad Gender
Exercises
--Class Activity:
Attitude Scale
#1A&1B
--Class Activity:
Attitude Scale #2
Handouts:
--Class Activity:
--Gender Terms and
Heterosexual
Definition
Questionnaire
--Oppression Terms and
--Class Activity:
Definitions
Four Groups
--Klein Sexual Orientation Exercise
Grid
--Field Activity
--McNaught, B. (1988). “I A: Gender
Like It"
Messages
--Examples of
Analysis (Due
Heterosexual Privilege
Next Week)
--Gender Messages
Analysis Due
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students and their allies,
pp. 18-20.
4
5
--GLBT Identity
Development
--Models of
coming out and
identity
development
The Parent and
Family
Experience
Handouts:
--PFLAG booklet, “Guide
to being a straight ally”
--APA Answers to your
Questions: Sexual
Orientation and
Homosexuality
--A Brief Timeline of
Major Historical Events in
LGBT History
--Ten Landmark US
Sexual Minority Legal
Cases
--History Timeline:
Western Perspectives on
Same-Sex Sexuality
--M&M – CH 4, 5, & 6
--Gold, pp. i – xxviii
(introductory matter)
--Berzon, B. (2001).
Telling the family you’re
gay. In B. Berzon (Ed.).
Positively gay: New
approaches to gay and
lesbian life (3nd ed.).
Berkley, CA: Celestial
Arts, pp. 110-124.
Handout:
--Sexual Minority Identity
Development Model
--M&M – CH 7, 9 & 10
--Gold, pp. 97 – 190
--Gold, pp. 299 – 312
--Saltzburg, S. (2004).
Learning that an
adolescent child is gay or
lesbian: The parent
experience. Social Work,
49(1), 109-161.
175” 2001, 81
minutes
--Field Activity
B: Pink Triangle
Exercise (Due
next week)
--Gender
Pink Triangle
Messages Review Exercise Due
--Class Activity:
Bad Dream
Exercise
--Pink Triangle
Review
--PANEL:
Portland Chapter
of PFLAG
--FILM: “Anyone
and Everyone”
2007, 57 minutes
--Coming Out
Exercise (Due
next week)
Midterm
Evaluations and
Comment Cards
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6
--LGBT Children
and Adolescents
--M&M – CH 8
--Gold, pp. 191 – 256
Handouts:
--Fact Sheet: Homeless
LGBT youth in Portland.
NGLTF.
--Inside Portland Schools:
The Experiences of LGBT
Students. GLSEN.
7
8
--Bisexuality &
Beyond;
--Transgenderists
--Health
Concerns of
LGBT
Populations
--Hate Crimes
and Violence
-- Social policy
exclusions
(Policy Power)
M&M – CH 11 & 12, 15
--Bornstein, K. (1994).
Chapter 4: Naming all the
parts. In Gender Outlaw:
On men, women, and the
rest of us. NY: Cintage
Books, pp. 21-40.
--Burdge, B.J. (2007).
Bending gender, ending
gender: Theoretical
foundations for social
work practice with the
transgender community.
Social Work, 52(3), 243250.
Handouts:
--Transgender Oppression
Definitions
--History of TransgenderRelated Incidents in the
United States
--APA Answers to Your
Questions: Transgender
and Gender Identity
--M&M – CH 13, 14, 16,
18, 19
--Gold, pp. 257 – 298
Handouts:
--Hate crime laws in the
U.S. (2008). NGLTF.
--PANEL:
Coming Out in
the First Person
(Reflection Due
next week)
--FILM: “When I
Knew” 2008, 34
minutes
--Field Activity
D: Gender in One
Day (Due next
week)
--Coming Out
Exercise Review
--Class Activity:
Gender Walk
Exercise
--FILM: “Middle
Sexes” 2006, 75
minutes
(Reflection Due
next week)
Coming Out
Exercise Due
--FILM:
“Licensed to
Kill” 1997/2004,
77 minutes
(Reflection Due
next week)
-- “Middle Sexes”
Reflection Due
--PANEL
Reflection Due
--Gender in One
Day Due
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--LGBT Aging
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Matters of Faith
and Religion in
SOGE
10
--Taking Action
& Gay
Affirmative
Practice
--Community
resources and
inclusive
practices
--State nondiscrimination
laws in the U.S. (2008).
NGLTF.
--M&M – CH 17
--Gold, pp. 1 – 96
--Gold, pp. 313 – 334
--FILM: “For the --“Licensed to
Bible Tells Me
Kill” Reflection
So” 2007, 98
Due
minutes
Handouts:
--FILM:
--Strategies of the
“Abomination:
Religious Right
Homosexuality
--40 Examples of Christian and the Ex-Gay
Privilege
Movement” 2006,
--Notes on the Bible
30 minutes
(Combined
Reflection Due
next week)
--Practice
Environment
Assessment (Due
next week)
--M&M – CH 20
--“For the
--Gold, pp. 335-347
Bible…” and
--Gold, pp. 349-366
“Abomination”
-- Biaggio, M., Orchard,
Reflection Due
S., Larson, J., Petrino, K.,
--Practice
& Mihara, R. (2003).
Environment
Guidelines for
Assessment Due
gay/lesbian/bisexualaffirmative educational
practices in graduate
psychology programs.
Professional Psychology:
Research and Practice,
34(5), 548-554.
Crisp, C., & McCave, E.L.
(2007). Gay affirmative
practice: A model for
social work practice with
gay, lesbian, and bisexual
youth. Child and
Adolescent Social Work
Journal, 24, 403-421.
Safren, S.A. (2005).
Affirmative, evidencebased, and ethically sound
psychotherapy with
9
lesbian, gay, and bisexual
clients. Clinical
Psychology: Science and
Practice, 12(1), 29-32.
Assignments:
1. Field Activities:
These are five small and informal observation, analysis, and reflection exercises to be
completed outside of class. Most will require approximately one hour of observation time, plus
the time it takes for you to write the analysis/reflection report. Your reports should be three to
five pages in length (and not more), not counting the cover page. Instructions for each will be
handed out in class. Each will be due the following week.
Field Activity A: Gender Messages Analysis
Visit a mainstream toy store. Spend about an hour and take notes while there. It may be
helpful to bring some notes with you about things to look at/look for, based on some forethought
about this activity. Utilizing the concepts of gender, gender expression, heteronormativity, and
identity development, examine the layout, advertisements, and latent and manifest gender
messages within the toy store. Write up an analysis of what you observed, what meanings/norms
were communicated, and the strength of these messages. Include some reflection on how you
reacted emotionally to your discoveries, and how a child of diverse gender expression might feel
(adapted from De Welde & Hubbard, 2003).
Field Activity B: Coming Out Exercise
Write a letter to someone very important to you and “come out” to them that you are gay,
lesbian or transgendered. You will not mail this letter. As you prepare to and write the letter,
think about what feelings this elicited for you and why you chose the person you did. How does
homophobia and heterosexism play a role in your reactions to the letter and to your imagined
reactions to the letter from the person to whom it was written? After you have written the letter,
write a reflection/analysis of the experience, including both your observations and an integration
of what we have learned so far in this course. Five to seven pages in length, not counting the
cover page or the letter. Attach your letter to your reflection/analysis of the experience to hand
in (adapted from De Welde & Hubbard, 2003).
Field Activity C: The Pink Triangle Exercise
The assignment is to wear the button for one day, from when you get dressed in the
morning, until you are home for the night. You have been given an explanation of the
significance of the pink triangle to provide to anyone who asks (below). At the end of the day,
write up a reflection of what this experience was like for you (you might want to make notes
during the day). Include a description/analysis of why you chose the day that you did, where you
decided to wear (or not wear) the button, and why (adapted from Chesler & Zuniga, 1991).
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Field Activity D: Gender in One Day
To really understand the pervasiveness of gender in our society, we need only look at
how much we encounter “gender” in one single day. For this field activity, you should keep a
notebook or notepad with you throughout one day, starting first thing in the morning. As you
progress through the day, keep track of every thing you own, use and encounter that is not
gender-neutral. Everything on your list should be clearly connected to a masculine or feminine
gender.
Field Activity E: Practice Environment Assessment
In your place of work or other professional setting, spend a little time walking around
looking for gender/sexuality messages. Start with public spaces where clients are first entering
the agency. What do you see and what messages seem to be communicated? Pay close attention
to what is NOT there as much as what is. As you move from the initial point of entry, try to
walk in the steps a client might take. Again, what do you see and not see? As you follow this
path through the agency, also pay attention to the glimpses you get into other spaces, such as
personal offices, meeting rooms, lunchrooms, etc. If you have a space of your own, remember to
include this in your assessment. Finally, based on your observations, make suggestions as to
how the agency could present messages that are more inclusive (or alternatively, more neutral) to
clientele, personnel, and the public. If you are not currently in a practice setting, an alternative
assignment will be available.
2. Reflection Papers:
There are to be approximately four of these throughout the term. These are short papers
(three pages, not counting cover page) where you reflect upon some content covered in class,
whether a class activity, exercise, or documentary film. The point of these reflections is to
supplement and expand upon whatever commentary you may have had in class in response to the
activity/film. This is your opportunity to let the content sit and simmer in your brain for a few
days, and then compose a thoughtful essay on how the activity/film affected you personally.
You may reflect and write upon any aspect of the activity/film, or specific questions may need to
be addressed in the reflection.
Course References & Additional Resources
Avery, A., Chase, J., Johansson, L., Litvak, S., Montero, D., & Wydra, M. (2007). Americas’
changing attitudes toward homosexuality, civil unions, and same-gender marriage: 19772004. Social Work, 52(1), 71-79.
Ben-Ari, A.T. (2001). Homosexuality and heterosexism: Views from academics in the helping
professions. British Journal of Social Work, 31(1), 119-131.
Berkman, C.S., & Zinberg, G. (1997). Homophobia and heterosexism in social workers. Social
Work, 42(4), 319-332.
Berrill, K.T. (1990). Anti-gay violence and victimization in the United States: An overview.
Journal of interpersonal violence, 5(3), 274-294.
Biaggio, M., Orchard, S., Larson, J., Petrino, K., & Mihara, R. (2003). Guidelines for
gay/lesbian/bisexual-affirmative educational practices in graduate psychology programs.
Professional Psychology: Research and Practice, 34(5), 548-554.
Brownlee, K., Sprakes, A., Saini, M., O’Hare, R., Kortes-Miller, K., & Graham, J. (2005).
Heterosexism among social work students. Social Work Education, 24(5), 485-494.
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Cates, J.A. (2007). Identity in crisis: Spirituality and homosexuality in adolescence. Child and
adolescent social work journal, 24, 369-383.
Cluse-Tolar, T., Lambert, E.G., Ventura, L.A., & Pasupuleti, S. (2004). The views of social
work students toward gay and lesbian persons: Are they different from undergraduate
students? Journal of Gay and Lesbian Social Services, 17(3), 59-85.
Conley, T.D., Evett, S.R., & Devine, P.G. (2007). Attitudes, subjective experiences, and
behaviors in imagined and actual encounters between gay and heterosexual people.
Journal of Homosexuality, 53(3), 35-63.
Craig, S. (2013). Affirmative supportive safe and empowering talk (ASSET): Leveraging the
strengths and resiliencies of sexual minority youth in school-based groups. Journal of
LGBT Issues in Counseling, 7(4), 372-386.
Craig, S., Austin, A., & Alessi, E. (2013). Gay affirmative cognitive behavioral therapy for
sexual minority youth: A clinical adaptation. Clinical Social Work Journal, 41(3), 258266.
Crisp, C. (2006). The gay affirmative practice scale (GAP): A new measure for assessing
cultural competence with gay and lesbian clients. Social Work, 51(2), 115-126.
Crisp, C., & McCave, E.L. (2007). Gay affirmative practice: A model for social work practice
with gay, lesbian, and bisexual youth. Child and Adolescent Social Work Journal, 24,
403-421.
Davidson, G.C. (2005). Issues and nonissues in the gay-affirmative treatment of patients who
are gay, lesbian, or bisexual. Clinical Psychology: Science and Practice, 12(1), 25-28.
De Welde, K., & Hubbard, E.A. (2003). I’m glad I’m not gay: Heterosexual students’ emotional
experience in the college classroom with a coming out assignment. Teaching Sociology,
31(1), 73-84.
Dillon, F.R., Worthington, R.L., Soth-McNett, A.M., & Schwartz, S.J. (2008). Gender and
sexual identity-based predictors of lesbian, gay, and bisexual affirmative counseling selfefficacy. Professional Psychology: Research and Practice, 39(3), 353-360.
Eichstedt, J.L. (1996). Heterosexism and gay/lesbian/bisexual experiences: Teaching strategies
and exercises. Teaching Sociology, 24(4), 384-388.
Herek, G.M. (1990). The context of anti-gay violence: Notes on cultural and psychological
heterosexism. Journal of interpersonal violence, 5(3), 316-333.
Herek, G.M., & Glunt, E.K. (1993). Interpersonal contact and heterosexuals’ attitudes toward
gay men: Results from a national survey. The Journal of Sex Research, 30(3), 239-244.
Hylton, M.E. (2005). Heteronormativity and the experiences of lesbian and bisexual women as
social work students. Journal of Social Work Education, 41(1), 67-82.
Jenkins, D., & Johnston, L.B. (2004). Unethical treatment of gay and lesbian people with
conversion therapy [op-ed]. Families in society, 85(4), 557-561.
Johnston, L. (2002). Conquering heterosexism: the Gay and lesbian challenge to social work
education. The Journal of Baccalaureate Social Work, 8(1), 1-16.
Krieglstein, M. (2003). Heterosexism and social work: an Ethical issue. Journal of Human
Behavior in the Social Environment, 8(2/3), 7591.
Lambert, E.G., Ventura, L.A., Hall, D.E., & Cluse-Tolar, T. (2006). College students’ views on
gay and lesbian issues: Does education make a difference? Journal of Homosexuality,
50(4), 1-29.
Limentani, A. (1994). On the treatment of homosexuality. Psychoanalytic Psychotherapy, 8(1),
49-62.
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Little, P., & Marx, M. (2002). Teaching about heterosexism and creating an empathic
experience of homophobia. Journal of Lesbian Studies, 6(3/4), 205-218.
Lovaas, K.E., Baroudi, L., & Collins, S.M. (2002). Transcending heteronormativity in the
classroom: Using queer and critical pedagogies to alleviate trans-anxieties. Journal of
Lesbian Studies, 6(3/4), 177-189.
Lukes, C.A., & Land, H. (1990). Biculturality and homosexuality. Social work, 35(2), 155-161.
MacIntosh, L. (2007). Does anyone have a band-aid? Anti-homophobia discourses and
pedagogical impossibilities. Educational Studies, 41(1), 33-43.
Mallon, G.P., & DeCrescenzo, T. (2006). Transgender children and youth: A child welfare
practice perspective. Child Welfare, 85(2), 215-241.
Milton, M., & Coyle, A. (1999). Lesbian and gay affirmative psychotherapy: Issues in theory
and practice [Discussion Paper]. Sexual and Marital Therapy, 14(1), 43-59.
Morrow, D.F. (2004). Social work practice with gay, lesbian, bisexual, and transgender
adolescents [Practice with adolescents]. Families in Society, 85(1), 91-99.
Morrow, D.F., & Messinger, L. (Eds.) (2006). Sexual Orientation and Gender Expression in
Social Work Practice: Working with Gay, Lesbian, Bisexual, and Transgender People.
NY: Columbia University Press.
Mullins, M. (2012). The relationship of practice beliefs and practice behaviors among social
workers with lesbian and gay clients. Journal of Human Behavior in the Social
Environment, 22(8), 1050-1064.
Newman, B.S., Dannenfelser, P.L., & Benishek, L. (2002). Assessing beginning social work and
counseling students’ acceptance of lesbians and gay men. Journal of Social Work
Education, 38(2), 273-288.
Pollock, D. (2007). Sexual orientation and religion from the perspective of the Code of Ethics
[Commentary]. Social Work, 52(2), 179-180.
Raiz, L., & Saltzburg, S. (2007). Developing awareness of the subtleties of heterosexism and
homophobia among undergraduate, heterosexual social work majors. The Journal of
Baccalaureate Social Work, 12(2), 53-69.
Safren, S.A. (2005). Affirmative, evidence-based, and ethically sound psychotherapy with
lesbian, gay, and bisexual clients. Clinical Psychology: Science and Practice, 12(1), 2932.
Schope, R.D., & Eliason, M.J. (2000). Thinking versus acting: Assessing the relationship
between heterosexual attitudes and behaviors toward homosexuals. Journal of Gay and
Lesbian Social Services, 11(4), 69-92.
Shechter, R.A. (2004). People in the world between: Psychodynamic themes in the treatment of
bisexual patients. Clinical Social Work Journal, 32(3), 271-283.
Simoni, J.M., & Walters, K.L. (2001). Heterosexual identity and heterosexism: Recognizing
privilege to reduce prejudice. Journal of Homosexuality, 41(1), 157-172.
Singer, B.L., & Deschamps, D. (Eds.) (1994). Gay and lesbian stats: A Pocket guide of facts
and figures. NY: The New Press.
Sun, A. (2002). Homophobia among social work and non-social work students. Journal of
Baccalaureate Social Work, 7(2), 15-32.
Swank, E., & Raiz, L. (2007). Explaining comfort with homosexuality among social work
students: the Impact of demographic, contextual, and attitudinal factors. Journal of
Social Work Education, 43(2), 257-279.
13
Tucker, E.W., & Potocky-Tripodi, M. (2006). Changing heterosexuals’ attitudes toward
homosexuals: A Systematic review of the empirical literature. Research on Social Work
Practice, 16(2), 176-190.
van Wormer, K., & McKinney, R. (2003). What schools can do to help gay/lesbian/bisexual
youth: a Harm reduction approach. Adolescence, 38(151), 409-420.
Yep, G.A. (2002). From homophobia and heterosexism to heteronormativity: Toward the
development of a model of queer interventions in the university classroom. Journal of
Lesbian Studies, 6(3/4), 163-176.
Filmography
Bailey, F., & Barbato, R. (Producers/Directors). (2008). When I knew: A different beginning
[Documentary Film]. NY: HBO Documentary Films. Main feature: 34 minutes,
additional interviews: 70 minutes. Available at Available at http://store.hbo.com/
Barbosa, P., & Lenior, G. (Directors). (2003). I Exist: Voices from the lesbian and gay Middle
Eastern community in the U.S. [Documentary Film]. Seattle, WA: Arab Film
Distribution. 90 minutes. Available at http://www.arabfilm.com/
Dong, A. (Producer/Director). (1994/2004). Coming out under fire. Deep Focus Productions.
71 minutes. Available at deepfocusproductions.com and from PBS online.
Dong, A. (Producer/Director). (1997/2004). Licensed to kill. Deep Focus Productions. 77
minutes. Available at deepfocusproductions.com and from PBS online.
Dong, A. (Producer/Director). (2002/2004). Family Fundamentals. Deep Focus Productions.
75 minutes. Available at deepfocusproductions.com and from PBS online.
Epstein, R., & Friedman, J. (Directors). (2001). Paragraph 175 [Documentary]. San Francisco,
CA: Telling Pictures. 81 minutes. Available via Amazon.com
Karslake, D. (Director). (2007). For the bible tells me so [Documentary Film]. NY: First Run
Features. 98 minutes. Available at
http://firstrunfeatures.com/forthebibletellsmesodvd.html
Murray, T. (Filmmaker). (2007). Almost Myself: Reflections on mending and transcending
gender [Documentary]. Sarasota, FL: TJOE Murray Videos. 82 minutes. Available at
http://www.almostmyself.com/
Polis Schutz, S. (Filmmaker). (2007). Anyone and Everyone [Documentary]. Boulder, CO: Iron
Zeal Films for American Public Television. 57 minutes. Available at
http://www.anyoneandeveryone.com/
Putnam, K. (Producer), & Anderson, J. (Director). (2003). Normal [Motion Picture]. NY, NY:
Avenue Pictures for HBO Films. 110 minutes. Available at http://store.hbo.com/
Salzer, A. (Producer/Director). (2006). Abomination: Homosexuality and the ex-gay movement
[Documentary Film]. Philadelphia, PA: The association of Gay and Lesbian
Psychiatrists. 30 minutes. Available at http://www.aglp.org/pages/abomination.html
Scagliotti, J. (Director). (2003). Dangerous living: Coming out in the developing world
[Documentary Film]. NY: First Run Features. 60 minutes. Available at
http://firstrunfeatures.com/dangerousliving.html
Thomas, M. (Writer/Director). (2006). Middle Sexes: Redefining he and she [Documentary
Film]. NY: HBO Documentary Films. 75 minutes. Available at http://store.hbo.com/
Windes, S. (Writer/Director). (2005). Straight acting: A Story about queers and sports
[Documentary Film]. Santa Monica, CA: Pissant Productions. 57 minutes. Available at
www.pissantprod.com
14
Web Sites
Gay, Lesbian, and Straight Education Network (GLSEN): http://www.glsen.org/
The Human Rights Campaign (HRC): http://www.hrc.org/
National Gay and Lesbian Task Force (NGLTF): http://www.thetaskforce.org/
Parents, Families, Friends of Lesbians, and Gays (PFLAG): http://community.pflag.org/
Gay and Lesbian Alliance Against Defamation (GLAAD): http://www.glaad.org/
The Metropolitan Community Church (MCC): http://www.mccchurch.org/
Self-Efficacy Measures of Practice Behaviors
(Survey to be completed by students at the end of the course)
As a result of this course….
(circle one number)
I recognize how my personal
values, beliefs, and thoughts
impact my social work practice
with LGBT client systems (PB1b)
I am better able to addresses my
personal values, beliefs, and
thoughts that may interfere with
my social work practice with
LGBT client systems (PB1b)
I have increased my ability to
recognize and reduce the influence
of personal bias, privilege, and
participation in systems of
oppression on my LGBT client
systems (PB2c)
I am better able to engage in
practices to dismantle oppression
and advance social and economic
justice for LGBT client systems
(PB3b)
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1