THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
SCHOOL OF SOCIAL WORK
COURSE NUMBER:
COURSE TITLE:
SOWO 709.001, MHCH 740.008
Lesbian, Gay, Bisexual, Transgender, Intersex, and Queer (LGBTIQ)
Health Disparities and Wellbeing, Spring 2008
MEETING TIME:
Tuesdays, 6:00 – 8:50 p.m.
MEETING LOCATION: Tate Turner Kuralt Building, Room 500
INSTRUCTOR:
Terri L. Phoenix
LGBTQ Center
3226 SASB North
Phone: 919/843-5376
Fax: 919/843-9778
Email: tphoenix@email.unc.edu
OFFICE HOURS:
By appointment
TA:
Joseph Lee
Maternal & Child Health
Phone: 828/545-1475
Email: jose.lee@unc.edu
OFFICE HOURS:
By appointment (in Michael Hooker Atrium)
COURSE DESCRIPTION:
Introduces students to lesbian, gay, bisexual, transgender, intersex, and queer health issues and
disparities by discussing key health and mental health issues across the lifespan.
COURSE OBJECTIVES:
• Demonstrate an understanding of the origins and effects of social discrimination, stigma,
and oppression with particular attention to sexual orientation and gender identity as well
as the intersection of these identities with race, ethnicity, class, age, geographical origins
and other socially marginalized identities
• Demonstrate knowledge of the social and historic forces which impact LGBTIQ people
and communities as they relate to health and mental health
• Demonstrate comprehension of ethical issues and professional responsibilities in working
with LGBTQ people and communities
• Identify health and mental health disparities affecting LGBTIQ people and communities
• Identify and critique methods and techniques for effective service delivery with and for
LGBTIQ people and communities
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Demonstrate knowledge of LGBTIQ health/mental health policies, programs, and
history with particular emphasis on North Carolina
Link LGBTIQ history to contemporary LGBTIQ health issues and disparities
Identify quality resources for LGBTIQ populations, services, and clients
Discuss and analyze critical health and mental health issues for LGBTIQ populations
across the lifespan
Refine professional skills related to working with and for LGBTIQ peoples, communities
and their families
EXPANDED DESCRIPTION:
This course explicitly recognizes that LGBTIQ lives, identities, and desires have long been
ignored or pathologized by health professions. In order to de-pathologize LGBTIQ identity and
desire, health professionals must understand, recognize and challenge the disparities that face
LGBTIQ individuals and communities. LGBTIQ individuals and communities must be a part of
designing and delivering competent health services. This course is not a litany of the health
problems and inequities faced by LGBTIQ communities and individuals. Nor does it ignore
them. Instead, the course seeks to use grow our understanding by also focusing on resiliency and
empowerment within the LGBTIQ community.
Public health and social work are fields that are integrally linked to social justice and the
examination of structural inequalities. Special attention is paid to the intersections of sexual
orientation, gender, gender identity/expression, race, class, and ethnicity throughout the course.
By structuring the course to follow the life-span, students will be exposed to a full range of
issues. Unfortunately, no issue can be fully explored to the extent deserved. We chose to focus
on North Carolina as the Schools of Social Work and Public Health have a mandate to serve all
North Carolinians. Of course, every region has its own unique history. By delving into the rich
history of LGBTIQ life in North Carolina, it becomes easier to identify and explore this history
in other geographies.
This course incorporates both historical and current context through various media to accompany
the social work and public health literature.
REQUIRED TEXTS/READINGS:
Required readings will be available in a coursepack from student stores. All readings are to be
completed before the class for which they are listed. Additional readings will be available
on BlackBoard. Anticipate that additional readings/viewings will be added weekly to
reading assignments listed in the syllabus. The following are optional textbooks.
SOWO 709, MHCH 740
Spring 2008 page 2
Morrow, D. F., & Messinger, 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.
Shankle, M. D. (Ed.). (2006). The handbook of lesbian, gay, bisexual, and transgender public
health: A practitioner's guide to service. New York: Harrington Park Press.
RECOMMENDED READINGS:
Students pursuing doctoral work or focusing on LGBTIQ health should consider the following:
Michel Foucault’s history of sexuality series provides an underpinning for much of queer theory.
Foucault, M. (1990). The history of sexuality: An introduction. New York: Vintage.
Foucault, M. (1990). The history of sexuality: The use of pleasure. New York: Vintage.
Foucault, M. (1990). The history of sexuality: The care of the self. New York: Vintage.
TEACHING METHODS
Student Rights
As a student, you have the right to criticize and question what you are hearing and reading,
without fear of ridicule or threat of retribution. You have the right to support and affirm what is
being discussed and shared, as well. You have the right to be treated equally and with respect.
You have the right to be fully informed of course requirements and grading procedures. You
have the right to receive prompt and actionable feedback on your assignments.
The University of North Carolina at Chapel Hill is committed to equality of educational
opportunity. The University does not discriminate in offering access to its educational programs
and activities on the basis of age, gender, race, color, national origin, religion, creed, disability,
veteran’s status or sexual orientation. The Dean of Students (Suite 1106 Student Academic
Services Building, 450 Ridge Road, Chapel Hill, N.C., 27599-5100 or 919/966.4042) has been
designated to handle inquiries regarding the University’s non-discrimination policies.
Student Responsibilities
We all have things to learn and likewise, things to teach. With this is mind there will be minimal
lecture in this class. Primarily we will engage in small group or large group discussions and
workshops. These discussions will require you to come prepared having not only read the
readings assigned for the week but prepared to engage them within the class community. If you
do not complete the required readings each week, it will affect your grade.
As we move through the semester if some things do not work or make sense, say so. You are
responsible for your learning. We are responsible for creating a safe, accessible, and resource
rich context for your learning.
•
•
•
Attendance
o Class activities, discussions, and presentations constitute a major portion of the
learning experience in this course. In other words, this course does not exist in
textbooks and lecture notes; it exists in the experiences and contributions of the
students. Therefore, missed classes cannot be "recovered" by reading the text or
borrowing class notes. Attendance and participation are expected for all class
days. Because of the emphasis on collaborative learning, any absence interferes
with each student’s performance and of the entire class.
o Two excused absences are allowed during the semester. Excused absences
include: family emergencies, illness (with doctor’s note), conference
presentations, and graduate school appointments. Let us know in advance if you
have anticipated absences during the semester. More than two absences will result
in the loss of a letter grade.
Punctuality
o Students are expected to arrive at class on time. If you are unable to meet this
expectation please notify us well BEFORE CLASS.
Note-taking
o When you take notes during class our preference is that these are written (special
circumstances may, however, call for the use of laptops). Open laptops are
disturbing to the discussion process and to our facilitators. Please speak with
instructor if you require adaptive technology to take notes.
CLASS ASSIGNMENTS
Weekly Action/Reaction Discussion Post (10%) —12 posts: 6 postings/6 responses
• These posts should demonstrate engagement with the readings and our class discussion.
Creative posts that demonstrate authentic engagement with the course materials and your
peers are highly encouraged. Each post should be the equivalent of approximately one
double-spaced typewritten page and should connect your readings/thoughts to a current
issue relevant to your desired practice area. Posts that are too short, do not exhibit good
writing, do not carefully discuss the readings will receive reduced or no credit. You will
be expected to post for twelve weeks. Six should be initial postings of your own original
thoughts and the other six should respond to points/issues raised by your classmates.
o ORIGINAL POSTS should be posted by 5 p.m. on SATURDAY before class.
o RESPONSE POSTS should be online by midnight on SUNDAY night.
Participation/Reflection Assignments (10%)
• For some classes and trainings, you will be asked to bring written preparation; other
times you will be asked to complete a short writing assignment in class as an opportunity
to reflect and assess your needs, strengths, and progress with our tasks. Class
participation will be evaluated through these assignments.
Community Meeting Experiences (25%)
SOWO 709, MHCH 740
Spring 2008 page 4
Due Date: February 19, 2008
• Part of this course is predicated on using the assigned readings to see the world through
what may be a different lens than that with which you entered the course. Additionally,
part of becoming familiar with any community is to immerse yourself to some extent in
the culture. You will be asked to attend/participate in a total of five (5) LGBTIQ
community meeting experience and to complete a 2-4 page reflection paper that connects
the experience to some reading or concept that is addressed in the course. Additional
assignment details and a grading rubric will be discussed at the beginning of the
semester.
Current/Future Practice Project & Presentation (20%)
Due Date: Variable depending on group
• Students will work in groups of 4-5 to prepare a 30-40 minute presention that focuses on
practical application of course concepts and content to a particular developmental period
in the lifespan. The specific focus of the presentation will be determined by the group
members collectively. Ideas for this assignment should be approved by the instructor
ahead of time. Additional assignment details and a grading rubric will be discussed at the
beginning of the semester.
Community Advocacy Paper/Project (25%)
Due Date: April 22, 2008
• Written communication is a powerful tool for raising awareness about systemic
inequalities and to create change through the garnering of resources (e.g., grant
proposals), community education, policy development, or participation in academic
discussions via conferences or journal articles. You will choose a writing project that best
fits your professional development and future practice area. The project should be
approved by the instructor prior to beginning work on it and should logically relate to the
course content &/or readings. Deadline for initial approval of project is March 18, 2008.
Additional assignment details and a grading rubric will be discussed at the beginning of
the semester.
Self-Assessment (10%)
• You will be asked to evaluate your own performance on each of the major components
that make up the grading system for this course.
Grade Calculation
Weekly Action/Reaction Discussion Post
Reflection/Participation Assignments
Community Meeting Experiences/Paper
Community Advocacy Writing Paper/Project
Current/Future Practice Project/Presentation
Self-Assessment
GRADING SYSTEM
10%
10%
25%
25%
20%
10%
Graduate
Grade
H
P
L
F
Grading Scale
94-100
80-93
70-79
Below 70
Undergraduate
Grade
Grading Scale
A
90-100
B
80-89
C
70-79
D
60-69
F
Below 60
POLICY ON INCOMPLETES AND LATE ASSIGNMENTS
We will be available both via email and in person to help clarify assignments prior to their due
dates. Assignments are due at the beginning of class. Assignments that are late will lose one
letter grade for each day it is late, extensions will be granted prior to the due date by special
consideration of the instructor. Do not come to class and ask for an extension for something due
that day.
POLICY ON ACADEMIC DISHONESTY
Please refer to the APA Style Guide, The SSW Manual, and the SSW Writing Guide for
information on attribution of quotes, plagiarism and appropriate use of assistance in preparing
assignments. Choose one citation format and use it consistently. All written assignments should
contain a signed pledge from you stating that, "I have not given or received unauthorized aid in
preparing this written work". In keeping with the UNC Honor Code, if reason exists to believe
that academic dishonesty has occurred, a referral will be made to the Office of the Student
Attorney General for investigation and further action as required.
POLICY ON ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
Students with disabilities that affect their participation in the course may notify the Instructor if
they wish to have special accommodations in instructional format, examination format, etc.,
considered.
OTHER POLICIES/GENERAL INFORMATION
Association of Schools of Public Health (ASPH) interdisciplinary competencies met by this
course are available from the teaching assistant. Course content and readings are subject to
change at the will of the instructor based upon the learning needs of the community of learners
and current events.
SOWO 709, MHCH 740
Spring 2008 page 6
READINGS AND COURSE OUTLINE
1. TUESDAY, JANUARY 15
WELCOME, COURSE OVERVIEW, AND INTRODUCTIONS
Topics:
Student Introductions; LGBTIQ terminology and concepts; overview of
LGBTIQ health topics; and, course expectations
Activity: Introductory ice breaker; small to large group discussion relating readings to
current events
Required Readings:
Chideya, F. (Host). (2007, May 2). Challenge of being black and gay spans
generations [Radio broadcast]. Washington: National Public
Radio. Retrieved September 23, 2007, from
http://www.npr.org/templates/story/story.php?storyId=9963544
[Available online]
Ferris, J. L. (2006). The nomenclature of the community: an activist’s
perspective. In Shankle, M. D. (Ed.). The handbook of lesbian, gay,
bisexual, and transgender public health: a practitioner’s guide to
service (3-9). New York: Harrington Park Press.
Halperin, E. C. (1997). Why a special issue of the North Carolina Medical
Journal on gay and lesbian medicine? North Carolina Medical
Journal, 58(2): 90-1.
2.
TUESDAY, JANUARY 22
ETHICS AND WORKING WITH SEXUAL MINORITY POPULATIONS
Topics:
Social work and public health standards related to LGBTIQ communities;
Historical context of LGBTIQ oppression
Activity: Values clarification; reflexive assessment on professional ethics; and, small to
large group discussion relating readings to current events
Clips from Greyson, J. (Director). (1993). Zero Patience. (Video Recording).
Required Readings:
Mail, P.D. & Lear, W. J. (2006). The role of public health in lesbian, gay,
bisexual, and transgender health. In Shankle, M. D. (Ed.). The
handbook of lesbian, gay, bisexual, and transgender public health: a
practitioner’s guide to service (11-28). New York: Harrington Park
Press.
National Association of Social Workers. (2000). Code of ethics of the
National Association of Social Workers. Retrieved October 3,
2007, from http://www.naswdc.org/pubs/code/code.asp [Available
online]
Stefanak, M., Frisch, L., & Palmer-Fernandez, G. (2007). An
organizational code of public health ethics: practical applications
and benefits. Public Health Reports, 122(4), 548-51. [Available
online]
3.
TUESDAY, JANUARY 29
HISTORICAL PERSPECTIVES ON LGBTIQ IDENTITY
Topics:
Historical perspectives on LGBTIQ identity, health policy, programming, and
service delivery; NC LGBTIQ specific history
Activity: Film & Discussion (e.g., Documentary October 1987 March on Washington);
Review Project RainbowNet NC Timeline; small to large group discussion
relating readings to current events; case study example: Fisher-Borne, M.
(2006). A leap of faith: Southern ministers organizing for change. (Case Study
26). In Morrow, D. F. & Messinger, L. (Eds.). Case studies on sexual
orientation & gender expression in social work practice (99-101). New York:
Columbia University Press.
Required Readings:
Lekus, I. K. (2001). Health care, the AIDS crisis, and the politics of
community: The North Carolina Lesbian and Gay Health Project,
1982-1996. [Chapter 14.] In Black, A. M. (Ed.). Modern American
queer history (227-252). Philadelphia: Temple University Press.
Sears, J. T. (1997). The father, son, and holy ghost: The city on the hill
struggles with civil rights and civilities. In Lonely hunters: an oral
history of lesbian and gay southern life, 1948-1968 (108-62).
Boulder: WestView Press.
McCarn, S. R., & Fassinger, R. E. (1996). Revisioning sexual minority
identity formation: A new model of lesbian identity and its
implications for counseling and research. Counseling Psychologist,
24(3), 508-27.
4.
TUESDAY, FEBRUARY 5
RECLAIMING SCIENCE—RESEARCH, RESILENCY AND SEXUAL MINORITY IDENTITIES
Topics:
Heteronormative assumptions in research; reframing research, policy, and
service delivery related to LGBTIQ communities
Activity: Messinger, L. Getting it right: Doing research with GLBT youths. (2006).
(Case Study 29). In Morrow, D. F. & Messinger, L. (Eds.). Case studies on
SOWO 709, MHCH 740
Spring 2008 page 8
sexual orientation & gender expression in social work practice (112-4). New
York: Columbia University Press; and, small to large group discussion
relating readings to current events
Required Readings:
Ford, C. L., Whetten, K. D., Hall, S. A., Kaufman, J.S., & Thrasher, A. D.
(2007). Black sexuality, social construction and research targeting
‘the down low (‘The DL’). Annals of Epidemiology, 17(3), 209-216.
[Available online]
Millett, G., Malebranche, D., Mason, B., & Spikes, P. (2005). Focusing
"down low": bisexual black men, HIV risk and heterosexual
transmission. Journal of the National Medical Association, 97(7
Suppl), 52S-59S.
Scarce, M. (2002). Heterocopulative syndrome: clinico-pathologic
correlation in 260 cases. International Journal of Epidemiology,
31(2), 498-9. [Available online]
Spiegel, A. (Host). (2007, May 11). 81 Words. This American Life.
[Podcast.] Chicago: Chicago Public Radio. Retrieved September
23, 2007, from
http://www.thislife.org/Radio_Episode.aspx?episode=204
[Available online]
Trice, E.R., & Clark, F. A. (1961). Transmission of venereal diseases through
homosexual practices. Southern Medical Journal, 54(1), 76-9.
5.
TUESDAY, FEBRUARY 12
HEALTH DISPARITIES: MAKING THE LINK BETWEEN STRUCTURAL INEQUALITIES AND
HEALTH/MENTAL HEALTH ACROSS THE LIFESPAN
Topics:
Overview of health disparities in LGBTIQ communities; identify health
disparities associated with specific intersections of identity; identify policy
frameworks for inclusion of LGBTIQ issues in research and service delivery
Activity: Small to large group discussion relating readings to current events; video
presentation and discussion
Required Readings:
Fletcher, J. L. (1984). Homosexuality: kick and kickback. Southern Medical
Journal, 77(2), 149-50.
Hallfors, D. D., Iritani, B. J., Miller, W. C., & Bauer, D. J. (2007). Sexual
and drug behavior patterns and HIV and STD racial disparities:
the need for new directions. American Journal of Public Health,
97(1), 125-32. [Available online]
Malebranche, D. J., Peterson, J. L., Fullilove, R. E., & Stackhouse, R. W.
(2004). Race and sexual identity: perceptions about medical culture
and healthcare among Black men who have sex with men. Journal of
the National Medical Association, 96(1), 97-107.
Turner, K. L., Wilson, W. L., & Shirah, M. K. (2006). Lesbian, gay, bisexual,
and transgender cultural competency for public health practitioners. In
Shankle, M. D. (Ed.). The handbook of lesbian, gay, bisexual, and
transgender public health: a practitioner’s guide to service (59-83).
New York: Harrington Park Press.
Recommended Readings:
Gay and Lesbian Medical Association & Human Rights Campaign. (2007,
October 1). Healthcare equality index. Retrieved October 3, 2007,
from http://www.hrc.org/documents/HEI_Report_Oct_1_2007.pdf
Gay and Lesbian Medical Association and LGBT health experts. (2001).
Healthy People 2010 Companion Document for Lesbian, Gay,
Bisexual, and Transgender (LGBT) Health. San Francisco, CA:
Gay and Lesbian Medical Association, 2001. Retrieved September
23, 2007, from
http://www.lgbthealth.net/downloads/hp2010doc.pdf
Sections of the document will be assigned.
6.
TUESDAY, FEBRUARY 19
LGBTIQ IDENTITY AND CHILDHOOD
Topics:
Health disparities, policy development, service delivery relavant to childhood
development
Activity: Small to large group discussion relating readings to current events; video
presentation and discussion; and, student group presentation
Speaker: Dr. Jane Foy, Professor of Pediatrics, Wake Forest University School of
Medicine; past member of the American Academy of Pediatrics Committee on
Psychosocial Aspects of Child and Family Health; chair of AAP Task Force
on Mental Health
Required Readings:
Grant J. (2001). "A thought a mother can hardly face": Sissy boys, parents,
and professionals in mid-twentieth-century America. [Chapter 9.] In
Black, A. M. (Ed.). Modern American queer history (117-127).
Philadelphia: Temple University Press.
Mallon, G. P., & DeCrescenzo, T. (2006). Transgender children and
youth: A child welfare practice perspective. Child Welfare, 85(2),
215-41. [Available online]
SOWO 709, MHCH 740
Spring 2008 page 10
Pawelski, J. G., Perrin, E.C., Foy, J.M., Allen, C. E., Crawford, J.E., Del
Monte, M., Kaufman, M., Klein, J. D., Smith, K., Springer, S.,
Tanner, J. L., Vickers, D. L. (2006). The effects of marriage, civil
union, and domestic partnership laws on the health and well-being
of children. Pediatrics, 118(1), 349-64. [Available online]
7.
TUESDAY, FEBRUARY 26
LGBTIQ IDENTITY AND ADOLESCENCE
Topics:
Health disparities, policy development, service delivery relavant to
adolescence
Activity: Small to large group discussion relating readings to current events; video
presentation and discussion; student group presentation; and, Messinger, L.
(2006). Hate crime laws: Making a difference. (Case Study 27). In Morrow,
D. F. & Messinger, L. (Eds.). Case studies on sexual orientation & gender
expression in social work practice (105-8). New York: Columbia University
Press.
Required Readings:
David, L. (1966). “Our son was different”. Good Housekeeping, 162, pp.
51,113,115,120,122-5.
Eisenberg, M. E. & Resnick, M. D. (2006). Suicidality among gay, lesbian
and bisexual youth: the role of protective factors. Journal of
Adolescent Health, 39(5), 662-8 [Available online]
Grossman, A. H., D’Augelli, A. R. (2006). Transgender youth: Invisible
and vulnerable. Journal of Homosexuality, 51(1), 111-28.
[Available online]
Morgan, F. (2003, June 11). Taking a stand. The Independent Weekly.
Retrieved on 23 September, 2007, from:
http://www.indyweek.com/gyrobase/Content?oid=oid%3A19664
[Available online]
Washington, H. A. (2002). Burning love: big tobacco takes aim at LGBT
youths. American Journal of Public Health, 92(7), 1086-95.
8.
TUESDAY, MARCH 4
YOUNG ADULTHOOD
Topics:
Health disparities, policy development, service delivery relavant to young
adulthood
Activity: Small to large group discussion relating readings to current events; video
presentation and discussion; and, student group presentation
Speaker: Justin Smith, Coordinator, Project STYLE, http://www.stylenc.org/
Required Readings:
Baxter, J. (2005, June 22). The gay life. The Independent Weekly.
Retrieved on 23 September, 2007, from
http://www.indyweek.com/gyrobase/Content?oid=oid%3A24572
[Available online]
Bérubé, A. (1990). The legacy of the war. [Chapter 10.] In Coming out under
fire: The history of gay men and women in World War Two (255-279).
New York: The Free Press.
Fierstein, H. (2003, July 31). The culture of disease [Editorial]. New York
Times. Retrieved on 23 September, 2007, from
http://query.nytimes.com/gst/fullpage.html?sec=health&res=9403
E1D6173EF932A05754C0A9659C8B63 [Available online]
Kulkin, H. S. (2006). Factors enhancing adaptive coping and mental
health in lesbian youth: a review of the literature. Journal of
Homosexuality, 50(4), 97-111. [Available online]
March 11 --- Spring Break ---No Class
9.
TUESDAY, MARCH 18
LGBTIQ IDENTITY AND RELATIONSHIPS AND FAMILY
Topics:
Health disparities, policy development, service delivery relavant to
relationships and family
Activity: Small to large group discussion relating readings to current events; student
group presentation; panelists from PFLAG [tentative]/Triangle Families
Speaker: Marcie Fisher-Borne, Doctoral Student and Instructor, School of Social Work
Required Readings:
Additional readings to be assigned by guest speaker(s).
Cianciotto, J. (2005). Hispanic and Latino same-sex households in the
United States: A report from the 2000 Census. New York:
National Gay and Lesbian Task Force Policy Institute & National
Latino/a Coalition for Justice. Retrieved on 3 October, 2007, from
http://www.thetaskforce.org/downloads/reports/reports/HispanicL
atinoHouseholdsUS.pdf [Available online]
Dang, A., & Frazer, S. (2005). Black same-sex households in the United
States: A report from the 2000 Census. New York: National Gay
and Lesbian Task Force Policy Institute & National Black Justice
SOWO 709, MHCH 740
Spring 2008 page 12
Coalition. Retrieved on 3 October, 2007, from
http://www.thetaskforce.org/downloads/reports/reports/2000Black
SameSexHouseholds.pdf [Available online]
10.
TUESDAY, MARCH 25
LGBTIQ IDENTITY AND MIDDLE AGE
Topics:
Health disparities, policy development, service delivery relavant to middle
age
Activity: Small to large group discussion relating readings to current events; video
presentation and discussion; student group presentation; and, Humphreys, N.
A., & Parks, C. A. (2006). Designing a strategy for changing agency policy.
(Case Study 24). In Morrow, D. F. & Messinger, L. (Eds.). Case studies on
sexual orientation & gender expression in social work practice (93-5). New
York: Columbia University Press.
Video clips and discussion:
Greenwald, R. (Producer). (2006). The ACLU freedom files: Gay &
lesbian rights. (Online Video). Retrieved on 23 September, 2007 from
http://www.aclu.tv
Required Readings:
Hooker, E. (1957). The adjustment of the male overt homosexual. Journal of
Projective Techniques, 21(1), 18-31.
Willging, C. E., Salvador, M., & Kano, M. (2006). Pragmatic help
seeking: How sexual and gender minority groups access mental
health care in a rural state. Psychiatric Services, 57(6), 871-4.
[Available online]
Yoshino K. (2007). [Part I] Gay Conversion, Gay Passing, Gay Covering. In
Covering: the hidden assault on our civil rights (74-107). New York:
Random House.
11.
TUESDAY, APRIL 1
LGBTIQ IDENTITY AND AGING
Topics:
Health disparities, policy development, service delivery relavant to aging
Activity: Student group presentation; panel discussion with LGBT seniors and senior
advocates (e.g., from Silver Roses); and, Messinger, L. (2006). A policy
analysis of a constitutional DOMA amendment: Implications for aging
populations. (Case Study 28). In Morrow, D. F. & Messinger, L. (Eds.). Case
studies on sexual orientation & gender expression in social work practice
(109-11). New York: Columbia University Press.
Required Readings:
Bragg, R. (1999, October 21). Fearing isolation in old age, gay generation
seeks haven. New York Times, p. A1. [Available online]
Gross, J. (2007, October 9). Aging and gay, and facing prejudice in
twilight. New York Times. Retrieved on 7 December, 2007, from:
http://www.nytimes.com/2007/10/09/us/09aged.html [Available
online]
Kean, R. (2006). Understanding the lives of older gay people. Nursing
Older People, 18(8), 31-36 [Available online]
Kimmel, D., Rose, T., Orel, N., & Greene, B. (2006). Historical context for
research on lesbian, gay, bisexual, and transgender aging. In D.
Kimmel, T. Rose, and S. David. (Eds.). Lesbian, gay, bisexual, and
transgender aging: Research and clinical perspectives (1 – 19). New
York: Columbia University Press.
12.
TUESDAY, APRIL 8
LOOKING AHEAD—MOVING TOWARD SOCIAL JUSTICE FOR LGBTIQ PEOPLE AND
COMMUNITIES
Topics:
Health disparities, policy development, service delivery in relation to social
justice for sexual minority communities
Activity: Small to large group discussion relating readings to current events
Required Readings:
Epstein, S. (2007). Targeting the state: risks, benefits, and strategic dilemmas
of recent LGBT health advocacy. In Meyer, I. H., & Northridge, M. E.
The health of sexual minorities: public health perspectives on lesbian,
gay, bisexual and transgender populations (149-168). New York:
Springer.
Rixecker, S. S. (2002). Genetic engineering and queer biotechnology: the
eugenics of the twenty-first century? Journal of Genocide
Research, 4(1), 109-26. [Available online]
13.
TUESDAY, APRIL 15
FINAL PRESENTATIONS
Activity: Small to large group discussion relating readings to current events; student
presentations
Required Readings: As assigned by groups
14.
TUESDAY, APRIL 22
SOWO 709, MHCH 740
Spring 2008 page 14
FINAL PRESENTATIONS AND EVALUATION
Activity: Small to large group discussion relating readings to current events; student
presentations; reflections; and, suggestions
Required Readings:
Hansen, B. (2002). Public careers and private sexuality: Some gay and
lesbian lives in the history of medicine and public health.
American Journal of Public Health, 92(1), 36-44. [Available online]
Baxter, J. (2006, September 27). Remembering the first PrideFest. The
Independent Weekly. Retrieved on 23 September, 2007, from
http://www.indyweek.com/gyrobase/Content?oid=oid%3A37627
[Available online]