Counseling and Cultural Identity

Counseling Lesbian, Gay, Bisexual, Transgender,

Queer, and Questioning (LGBTQ+) Students
Presented by Leia Barrett
Gender Identity Definitions of LGBTQ+
• Cisgender person has a gender identity consistent with the sex they were assigned
at birth.
• Transgender people identify as a different gender than what they were assigned at
birth.
• Binary people identify as either male or female regardless of the gender assigned at
birth.
• Non Binary is defined as gender as a spectrum rather than either male or female.
Therefore, non-binary persons could identify as both, or neither, or as another
gender entirely.
• Agender person does not identify with any gender
• Intersex is a person who is born with variations in their genitalia, reproductive
organs, or endocrine systems that do not fit the categories defines as male or
female
Sexual Orientation Definitions of LGBTQ+
• Lesbians identify as female gender and are sexually or romantically attracted to
other women.
• Gay men identify as male gender and are sexually or romantically attracted to other
men.
• Bisexual individuals identify as one gender and are sexually or romantically
attracted to same- and other-gender persons.
• Pansexual may or may not identify as a gender, or binary or non-binary, and are
attracted to ALL persons. This definition is more inclusive of trans people.
• Queer can have different meanings for different people. Some refer to queer as
being a member of the LGBTQ+ community, others identify as queer rather than the
LGBT terms, while some choose not to use the term queer to refer to identity at all.
• Questioning refers to people who are curious about exploring their gender or
sexuality outside of the heterosexual norm.
What do school counselors need to understand?

• Be aware of their own beliefs about gender identity and sexual

orientation.
• Most students have experienced homophobic verbal abuse and
many have experienced physical violence or hate crimes.
• Resignation, shame, guilt, despondency, depression, and anger
are common reactions to homophobic victimization.
• There is so much diversity within the LGBTQ+ community
• LGBTQ+ people of color face multiple oppressions.
• 25-40% of homeless youth are LGBT youth rejected by their
families (Orozco, 2014)
What resources and strategies are effective?

• Do not assume a person is heterosexual.

• Always ask what terms people use, this includes pronouns they prefer
to identify themselves (gender neutral— ze, hir, and hirs).
• Provide safe affirming spaces and support and promote a welcoming
school climate.
• Include positive representation of LGBTQ+ people, history, and events
in the curriculum as well as resources in the pupil services office.
• Modeling support of the LGBTQ+ community and students
• Be knowledgeable of organizations within the community to refer
students and their families for support
• Support parents
Supporting LGBTQ+ Parents
• Many children have parents that are gay or lesbian.
• Parents concerns about coming out to their children.
• Children of LGBTQ+ parents are no different from
children of heterosexual parents (Orozco, 2014).
Supporting LGBTQ+ Students
• Between the ages of 12 and 14, LGBTQ+ youth begin to recognize they are
part of a minority group (Orozco, 2014).
• LGBTQ+ youth may suffer more than their heterosexual peers to violence,
substance use, suicide, and sexually transmitted infections (Slesaransky-Poe,
2012)
• Positive and visible role models
• Socialization with others
• Support groups
• Secrecy and fear of losing relationships
• Be aware of safe-sex practices and HIV/AIDS education
• Advocate for social justice, be knowledgeable of legal rights under Title IX,
show empathy for parents concerns while respecting the rights of the student
Supporting Educators and Counselors
COUNSELORS:
• Validate stressors of discrimination and
prejudice.
• Explore and identify sources of strength.
• Advocate for the client
• Promote self-advocacy
• Seek knowledge of cultural issues
• Self-awareness
• Develop relationships with community
organizations.
• Identify your office is a “Safe Zone”
• Have books and material visibly placed
that represent LGBTQ issues, events,
and people.
EDUCATORS:
• Provide professional development
workshops that address bully-proofing
the classroom and addressing language
that is often is ignored as “joking.”
• Challenge common attitudes of LGBTQ
people.
• Raise awareness and challenge
educators to self-reflect.
• Discuss assumptions, judgements and
limiting a student based on personal
beliefs.
• Model acceptance and understanding
to promote tolerance.

Demonstrate acceptance, empathy, and genuineness

—Carl Rogers person-centered approach principles
 “Each and every one of us has the capacity to be an oppressor. I
want to encourage each and every one of us to interrogate how we
might be an oppressor and how we might be able to become
liberators for ourselves and for each other.”
—Laverne Cox
References
Higgins, M. (2016, July 28). What Does "Queer" Mean? Retrieved from https://www.bustle.com/articles/175470-what-does-queer-mean-5-
things-to-know-about-the-q-in-lgbtq

McLeod, S. (2014). Carl Rogers | Simply Psychology. Retrieved October 27, 2018, from https://www.simplypsychology.org/carl-rogers.html

Minus18. (2017, October 27). Bisexual vs Pansexual? What's the difference? Retrieved from https://www.minus18.org.au/index.php/
resources/sexuality-info/item/647-bisexual-vs-pansexual

Orozco, G. L., Lee, W. M. L., Blando, J. A., & Shooshani, B. (2014). Introduction to multicultural counseling for helping professionals (3rd ed.).
New York, NY: Routledge.

Schoen, M. K. (2011, May 1). Gay and Lesbian School Counselors: Making a Difference | American School Counselor Association (ASCA).
Retrieved from http://www.schoolcounselor.org/magazine/blogs/may-june-2011/gay-and-lesbian-school-counselors-making-a-differ

Slesaransky-Poe, G. (2012, October 3). Embracing the Whole Child: From Gender Binary to Gender Continuum by Graciela Slesaransky-Poe -
Equity Alliance. Retrieved from http://www.niusileadscape.org/bl/embracing-the-whole-child-from-gender-binary-to-gender-continuum-by-
graciela-slesaransky-poe/

Understanding Gender. (n.d.). Retrieved October 26, 2018, from https://www.genderspectrum.org/quick-links/understanding-gender/

VanWanderham, K. (2011, May 1). Supporting LGBTQ Faculty: The School Counselor's Role | American School Counselor Association (ASCA).
Retrieved from http://www.schoolcounselor.org/magazine/blogs/may-june-2011/supporting-lgbtq-faculty-the-school-counselor-s-r