Sexual-orientation issues can be easily integrated into many classes

By APA?s Task Force on Diversity Issues at the Precollege and Undergraduate Levels of Education in Psychology

Scholarship on sexual orientation in psychology has exploded in the past two decades. Where we once knew very little about a largely invisible minority group, we now have thousands of books, articles, films and other resources documenting the experiences of lesbian, gay and bisexual (LGB) people. One of the most daunting challenges facing teachers who want to infuse this knowledge into their psychology courses is that there is so much information, and it is hard to determine what is accurate or most important.

Fortunately, APA?s Committee on Lesbian, Gay and Bisexual Concerns offers an up-to-date bibliography compiled by the field?s top scholars in LGB issues. And, for a quick, one-article overview of what?s known in LGB psychology, Linda Garnets and Doug Kimmel?s 1991 contribution to the G. Stanley Hall lecture series is excellent (see reference list below).

The psychology of sexual orientation can be integrated easily into many areas of the introductory course in ways that enhance students? critical thinking. You can, of course, simply use examples in your ongoing pedagogical discourse: For example, naming John and Joe instead of John and Jane when referring to a couple, or including Jane?s coming out in a list of common developmental events.

For more comprehensive inclusion of LGB issues, you might consider several of the following content domains in the introductory psychology curriculum:

? Research methods. Here you can include discussions of research bias?the way heterosexism and homophobia dictate the research questions that are asked, and the way knowledge is compromised by ignoring large segments of the population. For example, how might we think differently about interpersonal attraction, sexual expression or family structures if we made LGB experience central to our thinking? Rephrasing 'scientific' questions commonly asked regarding homosexuality is one way to help students uncover the nonconscious ideologies that pervade psychological research?e.g., What causes heterosexuality? Can it be cured? With a 50 percent divorce rate, why are heterosexual relationships so hard to sustain? Given the high rates of sex crimes committed by heterosexual men against minors, isn?t it reasonable to fear exposing children to heterosexual ministers, teachers, physicians and others?

In addition, the difficulties that arise in deriving samples from the LGB community can be used to illustrate the challenge of designing valid research. What kinds of ethical and methodological problems are raised by trying to access a largely hidden community? How appropriate is existing instrumentation for this population? For example, students might examine a published scale to determine whether it is sensitive to and inclusive of LGB people, in both item content and language.

? Biopsychological and developmental domains. Because much current scientific and popular controversy centers on the development of sexual orientation, this is an excellent area for incorporating LGB issues. You can include information on physiological, genetic and hormonal aspects of sexuality; biological versus social constructionist views of sexual development; the complex interaction of sexual behavior and sexual orientation, gender, and gender roles; normative developmental ('coming out') experiences for LGB individuals; and nature versus nurture influences on development.

One easy teaching strategy is to invite a panel of LGB people to talk about their coming-out process, discussing such issues as when they first knew they were gay and how family members reacted to their coming out. They can also talk about the way they deal with everyday life, in such areas as sharing housework, caring for children, being gay in the workplace, attending religious services and celebrating holidays.

This is one of the most widely used and successful activities for introducing students to sexual minority people and issues, and many colleges have an LGB organization that will provide panelists.

? Social-emotional domain. This area is ideal for inclusion of LGB issues, because it encompasses the most popular topics for introductory students: social psychology, personality and assessment, abnormal psychology, counseling and therapy, motivation and emotion, and individual differences. In social psychology, you might discuss prejudice and attitude change regarding homosexuality. For example, students can record their personal attitudinal histories regarding beliefs and feelings about homosexuality and the sources of those beliefs, such as when they first became aware of homosexuality; when they first heard such terms as 'queer,' 'fag,' 'homo,' 'dyke'; what messages they recall from parents, teachers, peers, religious leaders and their communities; and when and how they first knew a LGB person. Sharing their histories can prompt discussion of the impact of cultural values on individual attitudes.

Another strategy for exploring attitudes is to administer an existing scale of homonegativity?antigay prejudice, have students score their own responses, and discuss the results. You also can stimulate discussions of stereotyping by having students examine television programming (including commercials), popular books, magazines and movies for portrayals of LGB people.

In personality and abnormal psychology, you might discuss the ways in which notions of pathology are rooted in sociohistorical conditions and ideologies, using illustrations that focus on many forms of diversity. For example, in the 19th century, 'drapetomania' was a mental diagnosis applied to slaves who repeatedly ran away despite harsh punishment, and, at the turn of the century, 'hysteria' was a diagnosis commonly applied to women who challenged rigid Victorian gender roles. You can chart changes in diagnostic criteria for defining sexual 'disorders' and point out the ethical problems of conversion therapies. Finally, you might discuss the effects of stigma and oppression on mental health and the psychological benefits of coming out individually, as well as the importance of creating a society that supports the mental health of all people.

Materials and personnel that can help you infuse other LGB issues can often be obtained from your campus LGB student programs office, or from the counseling center or residence life offices, which often develop diversity programming. LGB professional colleagues on your campus or in your community may also be willing to help with ideas, readings and other resources.

Finally, APA offers help in a variety of ways and welcomes the opportunity to provide resources and direction. Contact: Office of Lesbian, Gay and Bisexual Concerns, APA, 750 First St., N.E., Washington, DC 20002-4242, web site http://www.apa.org./PI/PI.html; Society for the Psychological Study of Lesbian, Gay and Bisexual Issues (APA Division 44), web site http://www.apa.org/divisions/div44.

This article is the fifth in a series by the APA Board of Educational Affair?s Task Force on Diversity Issues at the Precollege and Undergraduate Levels of Education in Psychology. The group is working to promote the teaching of psychology as a more inclusive discipline. The task force seeks to find constructive ways of supporting teachers? efforts to convey research findings on diverse groups and address such issues as gender, ethnicity, culture, sexual orientation and disability.

The task force members are A. Toy Caldwell-Colbert, PhD, Ruth E. Fassinger, PhD, Joseph J. Horvat, Jr., PhD, Joe Lamas, Linda Mona, PhD, John N. Mortisugu, PhD, and Carole E. Wade, PhD.

Further references

? The Committee on Lesbian, Gay and Bisexual Concerns: A selected bibliography (in preparation), Washington, D.C. (APA, 1998).

? 'Lesbian, Gay and Bisexual Identities Over the Lifespan: Psychological Perspectives,' edited by D?Augelli, A.R. & Patterson, C.J. (Oxford University Press, 1995).

? 'Lesbian and Gay Male Dimensions in the Psychological Study of Human Diversity,' by Garnets, L. & Kimmel, D.C., (APA Books, 1991).

? 'Psychological Perspectives on Human Diversity in America,' edited by J.D. Goodchilds, a chapter of 'Lesbian and Gay Male Dimensions in the Psychological Study of Human Diversity,' by Garnets, L. & Kimmel, D.C. (APA Books, 1991).

? 'Psychological Perspectives on Lesbian and Gay Issues, Sponsored by the Society for the Psychological Study of Lesbian, Gay and Bisexual Issues, Division 44 of the American Psychological Association,' edited by Greene, B. & Herek, G.M. (Thousand Oaks, Calif.: Sage Publications, 1983).

? 'Teaching of Psychology,' pages 220-226, 'Confronting heterosexism in the teaching of psychology,' by Simoni, J.M.

Also of interest is the Journal of Homosexuality, Journal of Lesbian Studies and the Journal of Gay and Lesbian Identity.