EAD 262: Students in Higher Education

Class Date: February 11, 2020

Facilitator: Kate Spencer

Title:
Understanding Sexual Identity Development within Higher Education
Participants:
Colleagues in the EAD 262 class.
Length:
30-40 Minutes
Lesson Informed By:
Diamond, L. M. (2006). What we got wrong about sexual identity development: Unexpected
findings from a longitudinal study of young women. In A. M. Omoto & H. S. Kurtzman
(Eds.), Sexual orientation and mental health: Examining identity and development in
lesbian, gay, and bisexual people (p. 73-94). American Psychological Association.
https://doi.org/10.1037/11261-004
Dillon, F. R. Worthington, R. L., & Moradi, B. (2011). Sexual identity as a universal process. In
S. J. Schwartz, K. Luyckx, & V. L. Vignoles (Eds.), Handbook of identity theory and
research (p. 649-670). Springer Science + Business Media. https://doi.org/10.1007/978-
1-4419-7988-9_27
Katz-Wise, S. L. (2015). Sexual fluidity in young adult women and men: Associations with
sexual orientation and sexual identity development. Psychology & Sexuality, 6(2), 189-
208. https://doi.org/10.1080/19419899.2013.876445
Patton, L. D., Renn, K. A., Guido, F. M., & Quaye, S. J. (2016). Student development in college:
Theory, research, and practice (3rd ed.). Jossey-Bass.

Topic Rationale:
The decision to pursue research into sexual identity theory was based on my current
interests in exploring topics surrounding the LGBTQ+ community. Prior to this course, I had the
opportunity to work on projects that touched on the concept of Queer Theory and incorporating
various research articles and books into previous projects. However, until this point, I had not
encountered any research that addressed sexual identity theory, or even made mention of it. This
impacted my interest in exploring the theory and having the opportunity to present this theory to
my colleagues.
While preparing for this presentation, I found that it was important to note that while
LGBTQ+ population is emphasized in this theory, individuals who identify as heterosexual can
also benefit from the models presented and emphasized within various texts. I also learned that
the current hypothetical model for sexual identity development, the unifying model, comes from
a compilation of approximately forty years of identity theories surrounding the LGBTQ+
community while also incorporating heterosexual identity development.
Lesson Explanation:
The lesson itself will encompass a brief PowerPoint presentation of sexual identity
theory, and previous models that lend to the current unifying model for sexual identity theory.
Next, based on the application portion of the chapter 7 reading from Patton et al. (2016), allow
three groups of six to address a brief scenario with a student affairs lens, and present their ideas
to the rest of the cohort.
In order to address the various learning styles and needs, I will provide a printout of the
PowerPoint presentation for my colleagues to be able to take notes on. For the groups, I will
provide each member of the group with their own scenario handout so that members who wish to
make their own notes about what is discussed can do so. I will also provide each group a chance
to write their ideas out on large post-it sheets and present their ideas to the rest of the cohort.
This will allow other members of the cohort to write down what the other groups came up with
during and after the class period.

Key Points and Importance:

 Sexual identity theory encompasses development for both homosexual and heterosexual
students on college campuses (Patton et al., 2016). This is important to note as, based on
previous research that focused only on gay men and lesbian women, it can now be used
to address sexual identity development for a larger population of individuals.
 The unifying model of sexual identity development, pioneered by Dillon et al. (2011),
shows that there are three main determinants that impact sexual identity development, as
well as identifies processes to move through the sexual identity development process.
These are important models to understand as they are the most recent models that can be
applied to all individuals who are doing through their own process of understanding their
sexual identity.
 Sexual identity development is different from sexual orientation development (Dillon et
al., 2011). While some may see it as interchangeable, sexual identity considers
“relationships, emotions, behaviors, values, group affiliation, and norms” while sexual
orientation considers “an individual’s patterns of sexual, romantic, and affection arousal
and desire for other persons base on those person’s gender and sex characteristics”
(Dillon et al., 2011, p. 652). This distinction is important to understand how one develops
their identity.
 Sexual identity development is a fluid process (Diamond, 2006; Katz-Wise, 2015). This
is important to consider, as an individual does not have to settle once they land on a
specific identity and can change their identity based on an individual’s current
circumstances.

Learning Outcomes:
 Students will be able to have a foundational understand of the sexual identity theory.
 Students will have a foundation understanding of the unifying model, and how an
individual can move through the spectrum of identity development.
 Students will be able to address issues some students face as they move through their
sexual identity processes based on their understanding of the theory.
 Content Outline:
I. Overview of Theory (7 minutes)
II. Group Activity (10 minutes)
III. Scenario Report (18 minutes)
IV. Questions/Wrap up (1 minute)
Materials:
 Poster paper
 Markers

I. Overview of Theory (7 minutes)

a. PowerPoint presentation of sexual identity development and current unifying
model (6 minutes)
b. Form 3 groups of 6 members (1 minute)
II. Group Activity (10 minutes)
a. Introduce the group activity (1 minute)
i. Each group will have a scenario that falls within an area of student affairs
ii. Each group will write out their area and ideas on large post it sheets to
present to the class
b. Groups will work together to address their scenario (9 minutes)
III. Scenario Report (18 minutes)
a. Colleagues will report out on their scenario (6 minutes each, 18 minutes total)
i. What was your area?
ii. What was the scenario that you were faced with?
iii. What did you come up with (programming/resources) to address this
scenario?
IV. Questions/Wrap up (1 minute)
a. Ask colleagues if they have any questions
b. Thank everyone for their participation