Human sexuality

SEXUALITY

Sexuality has been a consistent focus of curiosity,

interest, and analysis to humankind
Depictions of sexual behavior have existed from
the time of prehistoric cave drawings (Ajanta)
through da Vinci's anatomical illustrations of
intercourse, literature (Kamsutra to MM
Jayasi) to current pornographic sites available
on the Internet
SEXUALITY
Sexual behavior is diverse and determined by a
complex interaction of factors.
relationship with others
life circumstances
culture
personality traits
biological makeup
general sense of self
the perception of being a man or a woman
reflects developmental experiences with sex
throughout the life cycle
Sexuality encompasses all those thoughts, feelings,
and behaviors connected with sexual
gratification and reproduction, including the
attraction of one person to another.
Something more than physical sex, coital or
noncoital, and something less than all behaviors
directed toward gaining pleasure
Plays a central role in most of our lives. It is a
key factor in our principal relationships and
the formation of our families. It is also a
common source of problems.
People may also use sexual activities to gratify
nonsexual needs, such as dependency,
aggression, power, and status
WHY TO STUDY

Reason for studying human sexuality is

that we may face various personal and
social problems involving sexuality, such
as, sexually transmitted diseases,
unwanted pregnancies, and sexual
harassment
PSYCHOSEXUALITY

Sexuality and total personality are so entwined that to

speak of sexuality as a separate entity is virtually
impossible.

Psychosexual is used to describe personality

development and functioning as these are affected by
sexuality

Primary source of motivation. Just consider the amount

of time spent thinking and planning for sex, let alone
the time spent in sexual behavior itself
ABNORMAL SEXUALITY

Sexual behavior that is destructive to

oneself or others, that is markedly
constricted, that cannot be directed
toward a partner, that excludes
stimulation of the primary sex organs,
and that is inappropriately associated
with guilt or anxiety.
 NORMAL SEXUALITY

Normal sexual behavior brings pleasure to oneself

and one's partner, involves stimulation of the
primary sex organs including coitus
It is devoid of inappropriate feelings of guilt or
anxiety and is not compulsive.
Recreational, as opposed to relational sex, that is sex
outside a committed relationship, masturbation,
and various forms of stimulation involving other
than the primary sex organs
MALE SEXUAL RESPONSE
FEMALE SEXUAL RESPONSE
PSYCHOSEXUAL FACTORS
Sexual identity is the pattern of a person's
biological sexual characteristics
Gender identity is an individual's sense of
maleness or femaleness. By the age of 2 or 3
years, almost everyone has a firm conviction
that “I am a boy” or “I am a girl.”
Gender role
A child's sex affects parental tolerance for
aggression and reinforcement or extinction of
activity and of intellectual, aesthetic, and
athletic interests
PSYCHOSEXUAL FACTORS (CONT.)
Sexual orientation describes the object of a person's
sexual impulses: heterosexual (opposite sex),
homosexual (same sex), or bisexual (both sexes).
Sexual behavior includes desire, fantasies, pursuit of
partners, autoeroticism, and all the activities
engaged in to express and gratify sexual needs. It
is an amalgam of psychological and physiological
responses to internal and external stimuli
MASTURBATION
Masturbation usually is a normal precursor of object-
related sexual behavior
Masturbation is a psychopathological symptom only
when it becomes a compulsion beyond an individual's
willful control. Then, it is a symptom of disturbance
not because it is sexual, but because it is compulsive.
It is also symptomatic of sexual problems when it is the
only sexual activity of a person who has an available
intimate partner
Masturbation is a universal and healthy component of
psychosexual development.
DIFFERENCES IN MORE THAN PRACTICE…

Sex for procreation or recreation?

For physical pleasure or spiritual union?
Daily? Weekly? Every five years?
Monogamy or Polygamy?
The text provides examples of each occurring in different cultures.
CONCEPTUAL ELEMENTS OF THE PROGRAM
The program is designed around three conceptual elements: the
dimensions of sexuality, changing mindsets with respect to sexuality, and
sex education and prevention.
These elements act as reference points and underpin the theoretical
framework of the program. The dimensions of sexuality Sexuality is at the
heart of our lives. It is expressed through its various dimensions:

•the biological dimension

•the psychological, affective and relational dimension
•the sociocultural dimension
•the moral, spiritual and religious dimension
•the ethical and legal dimension Sexuality and the issues pertaining to it
require a comprehensive analysis of the life situations involved. The
dimensions have been selected on the basis of recognized.
Changing mindsets with respect to sexuality Since the 1950s,
Québec has gone through three major periods of social
change that have had an impact on sexuality:

the modern era, the period of re-examination, and the advent

of information and communications technologies. These
changes, which exerted a mutual influence on each other,
mark turning points that helped change mindsets about
sexual actions
The modern era

During the 1950s and 1960s, Québec entered the modern era. This period
was marked by social and technological change that improved living
conditions. Modern luxuries, for example, became more common, and an
urban culture emerged. In the field of sexuality, the modern era was
reflected in a sexual revolution that led to the sexual emancipation of
women, the affirmation of gender equality, and the recognition of
nonprocreational, extraconjugal sex. Many different events changed the
relationships between men and women. Examples include widespread
access to contraception, the breakdown of traditional institutions, the
emergence of protest movements, and intervention by the State in the
form of the Criminal Law Amendment Act, 1968-69.
Period of re-examination

During the 1970s and 1980s, men and women began to question their
romantic and sexual lives. They became more concerned about their
sexual health and repudiated all forms of sexual violence, abuse and
harassment. Many issues were reexamined. By lifting the veil on
sexuality, some of its more sombre aspects, including domestic violence,
pedophilia and sexual assault, were brought to light. It was realized that
they had consequences on individuals, in terms of self-esteem, body
concept/image, desire, and the ability to trust in oneself and others. The
spread of HIV called permissiveness, promiscuity and certain sexual
practices into question. Sexuality became a subject of concern, and sexual
encounters became associated with fear and dread.
Sex education and prevention

Prior to 1960, sexuality was dealt with in religious education classes. In

the 1960s and 1970s, sex education became more scientific, in
particular thanks to the establishment of sexology as a discipline.
At the height of the sexual liberation movement, excessive permissiveness
created opposition to any form of sex education. In Québec, beginning
in 1970, preventive intervention in the field of sexuality was launched
by the Ministère des Affaires sociales (MAS) and the Ministère de
l’Éducation (MEQ).

Working in parallel, these two ministries designed preventive courses for

elementary and secondary school students. In 1984, the Personal and
Social Education (PSE) program offered by the MEQ included a
section on sex education (sexual development, sexuality, prevention).
TEACH NOT JUDGE
NJANSA CONFERENCE 2013
ATLANTIC CITY
 LGBPTTQQIIAA

Any combination of letters attempting to represent all the

identities in the queer community represents:
 Lesbian
 Gay
 Bisexual
 Pansexual
 Transgender
 Transsexual
 Queer
 Questioning
 Intersex,
 Intergender
 Asexual,
 Ally
THE COMING OUT CONTINUUM FROM
THE HUMAN RIGHTS CAMPAIGN
“Coming out and living openly aren’t something
you do once, or even for one year. It’s a journey
that we make every single day of our lives.
There are three broad stages that people move
through on the coming out continuum. For each
person it is a little different, and you may find
that at times you move backward and forward
through the phases all at once.”
THE COMING OUT CONTINUUM FROM
THE HUMAN RIGHTS CAMPAIGN
Opening up to yourself

Coming out

Living Openly

DO WE REALLY NEED TO KNOW IF SOMEONE IS GAY?

STATISTICS YOU SHOULD KNOW ABOUT GAY
& TRANSGENDER STUDENTS
FROM PFLAG
Reliable estimates indicate that between 4 and 10% of the population is
gay.

Gay teens are 8.4 times more likely to report having attempted suicide.

They are 5.9 times more likely to report high levels of depression
compared with peers from families that reported no or low levels of
family rejection.

LGBT youth who reported higher levels of family rejection during

adolescence are three times more likely to use illegal drugs.
STATISTICS YOU SHOULD KNOW ABOUT GAY &
TRANSGENDER STUDENTS
FROM PFLAG

Half of gay males experience a negative parental reaction when they come out and in 26% of
those cases the youth was thrown out of the home.

Studies indicate that between 25% and 50% of homeless youth are LGBT and on the streets
because of their sexual orientation or gender identity.

Nearly a fifth of students are physically assaulted because of their sexual orientation and
over a tenth because of their gender expression.

About two-thirds of LGBT students reported having ever been sexually harassed (e.g., sexual
remarks made, being touched inappropriately) in school in the past year.

The average GPA for students who were frequently physically harassed because of their
sexual orientation was half a grade lower than that of other students.
 THE 2010 STATE OF HIGHER EDUCATION FOR LGBT
PEOPLE

The study was conducted by Campus Pride and reported by The Chronicle of Higher
Education.
 Almost one-quarter (23%) of LGBT staff, faculty, and students reported experiencing
harassment (defined as any conduct that has interfered with your ability to work or learn).
 In addition, they feel a “chilly campus climate of harassment.” One-third of LGBT (33%) and
transgender (38%) students, faculty, and staff have seriously considered leaving their institution.
THE 2010 STATE OF HIGHER EDUCATION FOR LGBT
PEOPLE
More than half of all LGBT faculty, students, & staff hide their sexual identity (43%) or gender identity (63%) to avoid
intimidation.

*More than a third of all transgender students, faculty, & staff (43%) and 13% of LGBT respondents feared for their
physical safety.

*LGBT respondents were twice as likely to be targets of derogatory remarks (61%), stared at (37%), and singled out as
the “resident authority” regarding LGBT issues due to their identity (36%) when compared with their heterosexual
counterparts (29%, 17%, and 18%, respectively).

The results were based on 4,159 surveys returned in spring 2009, by students, staff members, faculty members, and
administrators representing all 50 states and all Carnegie Basic Classifications of Institutions of Higher Education.

http://voices.washingtonpost.com/answer-sheet/college-life/report-high-harassment-rates-o.html

http://www.huffingtonpost.com/2010/09/15/lgbt-students-harassed-at_n_717992.html
LGBTQQIAS LINGO
Ally Asexual Bear

MTF Bisexual Biphobia

Gay Lipstick Lesbian Butch

Queer Closet Cisgender

Transgender Coming Out Down-Low

Dyke FTM Gender Binary

Gender Expression Gender Identity Heterosexism

Heterosexual Privilege Homosexual Passing

TRANSGENDER UMBRELLA
UNDERSTANDING TRANSGENDER
Transgenders do not identify with their biological sex.
Biologists find beyond male (XX) and female (XY) some are born with chromosomes
XXY or XYY.
The term transgender is also used as an umbrella term for all “trans” people.
 http://transequality.org/Resources/NCTE_UnderstandingTrans.pdf
GENDER QUEER
Genderqueer is most commonly used to describe a person who feels that his/her
gender identity does not fit into the socially constructed "norms" associated with
his/her biological sex.

Genderqueer is an identity that falls anywhere between man/boy/male and

woman/girl/female on the spectrum of gender identities.
 WORLD PROFESSIONAL ASSOCIATION FOR
TRANSGENDER HEALTH

They set the guidelines called the Standards of Care (SOC) and they outline a series of steps
that people may take to explore and complete gender transition.

Counseling with a mental health professional

A “real life” experience where an individual lives as the target gender for
a trial period
Learning about the available options and the effects of various medical
treatments
Communication between the person’s therapist and physician indicating
readiness to begin medical treatment (usually in the form of a letter)
Undergoing hormone therapy
Having various surgeries to alter the face, chest and genitals to be more
congruent with the individual’s sense of self

http://transequality.org/Resources/NCTE_UnderstandingTrans.pdf
 REAL LIFE EXPERIENCE

The act of fully adopting a new or evolving gender role for the events and processes of
everyday life is known as the real-life experience. The real-life experience is essential to
the transition process to the gender role that confirms with personal gender identity.

Professionals have a responsibility to discuss these predictable consequences. These

represent external reality issues that must be confronted for success in the new gender
role. This may be quite different from the personal happiness in the new gender role that
was imagined prior to the real life experience.
 PARAMETERS OF THE REAL LIFE EXPERIENCE

When clinicians assess the quality of a person's real-life experience in the new gender role,
the following abilities are reviewed:
1. to maintain full or part-time employment
2. to function as a student;
3. to function in community-based volunteer activity;
4. to undertake some combination of items 1-3
5. to acquire a new (legal) first or last name
6. to provide documentation that persons other than the therapist know that the patient
functions in the new gender role.
 HORMONE TREATMENT

Transsexual people may undergo hormone therapy. Transwomen may take estrogen and related
female hormones; transmen may take testosterone.

 Estrogen for MTFs

Softening the skin
Redistributing body fat to a more feminine appearance
Reducing some body hair

 Testosterone for FTMs

Lowering the voice
Causing the growth of body and facial hair
Redistributing body fat to a more masculine appearance
Causing the menstrual cycle to end
http://transequality.org/Resources/NCTE_UnderstandingTrans.pdf
 INTERSEXUAL BODIES:
THE HERM, MERM AND FERM

Intersex Society of North America

 Mission: The Intersex Society of North America (ISNA) is devoted to systemic change to end shame, secrecy, and unwanted
genital surgeries people born with an anatomy that someone decided is not standard for male of female.
http://www.isna.org/

“Hermaphrodites, (the “herms”), who possess one testis and one ovary (the sperm- and egg-producing vessels, or gonads).

The male pseudohermaphrodites (the "merms"), who have testes and some aspects of the female genitalia but no ovaries.

The female pseudohermaphrodites (the "ferms"), who have ovaries and some aspects of the male genitalia but lack testes.

4% of births are intersexual

Females XX and males XY chromosomes

From The Five Sexes: Why Male and Female Are Not Enough
By Anne Fausto-Sterling
The Sciences March/April 1993, p. 20-24
ASEXUALITY
I am asexual.
I don’t feel sexually attracted to anyone.
Not men. Not women.
That’s all it is.
I’m not gay.
I’m not straight.
I’m not bi.
I’m none of the above.
Asexuality is real.
It’s not fake.
It’s not a hormone problem.
It’s not a way of running from a bad relationship.
It’s not a physical condition.
It’s not an attention grab.
It’s not an inability to have sex.
It’s not an inability to love.
It’s not some way to be “special”.
I don’t care if you have sex.
I don’t care if you don’t.
I don’t want to shame you.
I don’t want to convert you.
I don’t want to recruit you.
I just want you to understand me.
SEXUAL ORIENTATIONS

LGBT rainbow flag Lesbian labrys flag. Bisexual Pride Flag Pansexual Pride
Flag

Polyamory pride flag Asexual Flag Proposed separate Proposed

Demisexual flag. Heterosexual flag
 MINORITIES WITHIN A MINORITY

Intersection of Identity
 LGB and
 Have a disability
 Identify as part of an ethnic minority
 Identify as Gender-nonconforming
Other identities that can add to oppression:
 Geography
 Age
 Gender Expression
 Religious/Spiritual background
 Etc.
 EMPLOYMENT DISCRIMINATION

What is the Employment Non-Discrimination Act?

The Employment Non-Discrimination Act (ENDA) would provide basic protections
against workplace discrimination on the basis of sexual orientation or gender identity. 

ENDA simply affords to all Americans basic employment protection from discrimination
based on irrational prejudice. 

The bill is closely modeled on existing civil rights laws, including Title VII of the Civil
Rights Act of 1964 and the Americans with Disabilities Act. 

The bill explicitly prohibits preferential treatment and quotas and does not permit
disparate impact suits.  In addition, it exempts small businesses, religious organizations
and the military.

from http://
www.hrc.org/laws-and-legislation/federal-legislation/employment-non-discrimination-act
ENDA UPDATE
What is the Current Status of the Bill?

ENDA was introduced in the 113th Congress in the House by Reps. Jared Polis
(D-CO) and Ileana Ros-Lehtinen (R-FL) and in the Senate by Sens. Jeff Merkley
(D-OR) and Mark Kirk (R-IL), as well as Sens. Tammy Baldwin (D-WI), Susan
Collins (R-ME) and Tom Harkin (D-IA) on April 25, 2013. 

ENDA was approved by the Senate Health, Education, Labor and Pensions
Committee on July 10, 2013, by a bipartisan vote of 15-7.
STATES PROTECTING LGBT PEOPLE AGAINST
DISCRIMINATION BASED ON SEXUAL
ORIENTATION
States that prohibit discrimination based on sexual orientation and gender identity
(16 states and the District of Columbia)
California (1992, 2003),Colorado (2007), Connecticut (1991, 2011), District of Columbia (1977,
2006), Illinois (2006), Iowa (2007), Massachusetts (1989, effective July 1, 2012), Maine (2005),
Minnesota (1993), New Jersey (1992, 2007), New Mexico (2003),
Nevada (1999, 2011), Oregon (2008), Rhode Island (1995, 2001), Vermont (1991, 2007), and
Washington (2006)

States that prohibit discrimination based on sexual orientation

(21 states and the District of Columbia) In addition to the states above:
Delaware (2009), Maryland (2001), New Hampshire (1998), New York (2003) and Wisconsin
(1982)

From http://www.hrc.org/corporate-equality-index/
IMAGINE A WORLD WHERE BEING "GAY" THE NORM
& BEING "STRAIGHT" WOULD BE THE MINORITY!
[SHORT FILM]

http://www.youtube.com/watch?v=CnOJgDW0gPI
BE AN ALLY!!!
 Know the issue
 Provide support
 Educate yourself and others
 Advocate for change and equality
 Wear SWAG
WHAT CAN WE DO AS FIRST YEAR INSTRUCTORS?
Respect your students:
 Ask their name and preferred gender pronouns
Sensitivity and understanding of our students.
Be aware that students that are “coming out” are in danger of failing academically.
Don’t speak only in the binary – male /female or assume straight/gay…language
used in the classroom should be inclusive and objective.
 WHAT CAN WE DO AS FIRST YEAR INSTRUCTORS?

Be hypervigilant:
 Of homophobia in the classroom
 Of homophobic colleagues
 Look for signs of depression and suicide in their behavior and their writings – contact
department chairs immediately and follow-up that action was taken.
 Microagressions
 A microassault is an explicit verbal or nonverbal attack meant to hurt the intended victim
through name-calling, avoidant behavior, or purposeful discriminatory actions.
 A microinsult is characterized by communications that convey rudeness and insensitivity and
demean a person's racial heritage or identity. Microinsults represent subtle snubs, frequently
unknown to the perpetrator, but clearly convey a hidden insulting message to the recipient of
color.
 Microinvalidations are characterized by communications that exclude, negate, or nullify the
psychological thoughts, feelings, or experiential reality of a minority person.
PREFERRED GENDER PRONOUNS
 BECOMING AN ALLY

Defined as a heterosexual or cisgender person who cares about LGBT issues and works to
challenge sexuality and gender related oppression.
Where are you in becoming at ally?
 Repulsion
 Pity
 Tolerance
 Accept
 Support
 Admiration
 Appreciation
 Nurturance
from UC Riverside LGBT Resource Center
 ALLY SUGGESTIONS

Use inclusive language – partner, significant other

Don’t assume all gays and lesbians are attracted to all people of the same sex/gender
Challenge heterosexist curriculum
Celebrate National Coming Out Day – Oct 11
Ask for their PGP’s
Be patient
Offer the “buddy system”
ALLY’S DON’T
“out” them
Compare their story to others
Assume people are gay or straight
Let homophobic comments slide
Make assumptions about their orientation
Tolerate trans comments
Ask personal physical questions
SAFE SPACE TRAINING FOR FIRST YEAR FACULTY

Safe Spaces:
To strengthening, and creating, welcoming spaces that foster the development
and flourishing of Gay, Lesbian, Bisexual, Transgender and Queer (LGBTQ) youth ( ages 13
– 25).

The Safe Spaces for LGBTQ youth as:

affirming and welcoming of LGBTQ youth;
being aware of their specific needs, perspectives, and strengths;
willing and able to meet their needs; and
operating from a Advancing/Positive Youth Development approach for all youth.

From http://www.safespacesproject.org/
SAFE SPACE ANNOUNCEMENT - WPU
White Hall Lounge
Thursday October 17th, 2013
12:30 pm – 1:30 pm
Safe Space Training
Safe Space is a campus-wide initiative offering a visible message of inclusion,
acceptance, and support to lesbian, gay, bisexual, transgender and questioning
(LGBTQ) people in the University community. The program offers participants
a one-hour training to raise awareness and knowledge of LGBTQ issues and to
suggest ways to serve as an ally to LGBTQ individuals. Following the training,
participants receive a Safe Space decal to display in their work or living space.
Open to administration, support staff, faculty, students, parents, alumni and guests
Lesbian, Gay, Bisexual, Transgender, Questioning, & Ally
WILLIAM PATERSON UNIVERSITY
TRAINING (NJCBW)
Be conscious of who is in the room
Confidentiality
Respect
Open dialogue
TRAINING (NJCBW)

Looking at orientation – A Turn Around

Exercise
 What caused your heterosexuality?
 When and how did you decide to become heterosexual?
 Is it possible it is just a phase?
 Is it possible it stems from a neurotic fear of others of the same sex?
TRAINING (NJCBW)
 If you never slept with someone of the same sex – do you need a good lay?
 To whom did you reveal your heterosexual tendencies? How did they react?
 Why do you feel compelled to seduce others to your life style?
 Why do you flaunt it? Can you just keep quiet about it?
SAFE SPACE SYMBOLS
INTERNALIZED HOMOPHOBIA
“a set of negative attitudes and affects towards homosexuality in other persons and
toward homosexual features in oneself”

from Lesbian and Gay Psychology, Greene/Herek

GENDER NEUTRAL HOUSING
William Paterson University seeks to provide a living environment welcoming to all
gender identities; one not limited by the traditional gender binary. Gender
Neutral Housing is available to students with sophomore status and above and
allows for same-gender, opposite-gender or other-gender identities to live
together regardless of sex. This provides a living/learning environment where
residents can learn about and explore gender identity and expression in a
comfortable and supportive environment.
Gender Neutral Housing participants must commit to maintaining an inclusive and
welcoming living environment free of discrimination. Each resident accepted to
live in Gender Neutral Housing must agree to the Gender Neutral Housing
Agreement and will have responsibility to develop and uphold standards for the
community in congruence with valuing all persons and seeking to learn from
their diverse experiences and perspectives.
GENDER NEUTRAL HOUSING
ESSAY QUESTIONS (WPU)

All applicants are required to submit a separate typed attachment with this application
answering the following questions regarding participation in the Gender Neutral
Housing Community.
1. Why are you interested in living in Gender Neutral Housing?
2. Describe your current understanding of and comfort level with exploring issues of
gender identity, gender expression and sexual orientation.
3. Describe the knowledge, training, and/or experiences that you possess that may be
useful in helping your peers to develop a better understanding of gender identity and
expression?
4. How will living in Gender Neutral Housing support you in achieving success at William
Paterson University?
5. Is there anything else you would like us to consider in reviewing your application?
STUDENT LGBT/FEMINIST CLUBS AND RESOURCES
(WPU)
Chosen, Feminist Collective
Resources
Human Rights Campaign
Working for Lesbian, gay, bisexual and transgender equal rights. Includes Corporate
Equality Index
Out in the WorkplaceIncludes sections on how out do you want to be, researching organization
policies and climates, resume writing - how much to include, interviewing strategies,
coming out on the job.
ProGayJobs.com
Website listing jobs with companies that are committed to LGBT rights.
All LGBT Jobs
Queer Resources Directory
Gay Workplace Issues
ACLU
 INCLUDE ON YOUR SYLLABUS
RESOURCE FOR CAMPUS COUNSELING ASSISTANCE

Counseling, Health and Wellness Office – Also, addiction and suicide

Available for immediate emergencies and regular appointments
Overlook South behind White Hall Appointments or Emergencies 973-720-2257
Campus Police
Available for all emergencies 973-720-2300
Office of Residence Life
Professional and student staffs are LGBTQA and Suicide Prevention trained
Located in each Residence Hall
Main Office located in the Lower Level of White Hall
Main Office: 973-720-2714 (during business hours only)
Residence Hall Offices (Business hours and 8pm - 10pm 7 days a week)
Apartments: x2600
High Mountain: x5460
White and Matelson: x3530
Overlook North and South: x2381
Century: 5310
Hillside: x3580
 Women's Center
LGBTQA Programs & Veterans Affairs are also housed here UC313 973-720-2946
Women and Gender Studies 973-720-3405 
Trevor Project Our trained counselors are here to support you 24/7. If you are a young person who is in crisis, feeling suicidal, or in need of a safe and judgment-
free place to talk, call The Trevor Lifeline now at 866-488-7386  866-488-7386 FREE  
ADDITIONAL REFERENCES
http://www.youthprideri.org/Resources/Statistics/tabid/227/Default.aspx
http://www.freedomtomarry.org/states/entry/c/new-jersey
http://www.americanprogress.org/wp-content/uploads/issues/2012/06/pdf/
state_nondiscrimination.pdf
http://www.huffingtonpost.com/2012/05/09/gay-marriage-legal-
world_n_1504054.html#slide=957718
http://www.freedomtomarry.org/landscape/entry/c/international
http://76crimes.com/76-countries-where-homosexuality-is-illegal/
http://www.ncsl.org/issues-research/human-services/same-sex-marriage-
overview.aspx
Integrating LGBTQ/GSD Topics
into the BUSM Curriculum
 Gender and Sexually Diverse (GSD)
Individuals
• People whose gender identity and/or sexual identity/orientation fall
outside the scope of cisgender heterosexuality

• Traditionally referred to as LGBTQ+ but this is not as inclusive as

needed:
• Lesbian
• Gay
• Bisexual
• Transgender
• Queer

• Let’s break down the terminology!

6
9
Current Terminology

7
0
 Current Terminology

Gender Identity: One's internal sense of being male, female, neither, both, or

another gender. Everyone has a gender identity. For transgender and gender
non-conforming people, their sex assigned at birth, or natal sex, and their
internal sense of gender identity are not the same.

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 Current Terminology

Gender Expression: Outward manifestations of one's gender identity as

presented by one’s vocal tenor, body shape, hairstyle, clothing selection,
behavior, etc. Many transgender people seek to align their gender expression
(how they look) with their gender identity (who they are), rather than with the
gender associated with their sex assigned at birth. For example, a transgender
man who was assigned female at birth may want to have a masculine gender
expression, whereas someone who was assigned female at birth and identifies
as genderqueer may want to have a more androgynous (neither masculine nor
feminine, or both masculine and feminine) gender expression.

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 Current Terminology

Sexual orientation: Sexual orientation is the type of sexual, romantic, and/or physical
attraction one feels for others, often labeled based on the gender relationship between
the person and the people they are attracted to. Sexual and romantic attraction can be
based on a variety of factors including, but not limited to, gender identity, gender
expression/presentation, and sex assigned at birth.
The terms ‘sexual preference’ and ‘homosexuality’ are outdated and should not be used.

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Current Terminology

Perceived Gender

Gender
Expression

Gender Identity

Sex Assigned
at Birth

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 Current Terminology

Knowing a patient’s sexual orientation identity does not provide detailed information
about their sexual behavior.

Change in sexual orientation over time is normative for some individuals, particularly
adolescents and transgender individuals.

It is important to assess sexual orientation based on attractions, sexual behavior, and

identity, more than once to capture change in potential risk factors, such as
pregnancy or STIs, as well as exposure to stress related to being a sexual minority
(i.e., holding an identity other than heterosexual/straight).

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5
 Identity, Attraction, Behavior

Sexual Orientation Gay Sexual Orientation

7
6
 Gender Identity

Boy/Man A person who identifies as a boy or man.

Girl/Woman A person who identifies as a girl or woman.
A person whose gender identity, gender expression, and assigned sex at birth
Cisgender align (e.g., man, masculine, and male). (Sometimes the shortened “cis” is
used).
An umbrella term used to describe people who are not cisgender, who have a
Transgender gender identity different than their sex assigned at birth. (Sometimes the
shortened "trans" is used.)
Transgender An individual assigned female at birth and identifies as a boy or man. (Other
Boy/Man terms used may include: trans guy, trans man, trans boy, or boi.)
Transgender An individual assigned male at birth and identifies as a girl or woman. (Other
Girl/Woman terms used may include: trans woman or trans girl.)
Genderqueer / Terms used to describe people whose gender falls outside of the woman/man
Non-Binary / gender binary, and includes individuals who identify as both a boy/man and a
girl/woman, or as neither a boy/man nor a girl/woman. Individuals in this
Gender Non- group may or may not identify with the term “transgender.”
Conforming /
Gender Expansive
/
Gender Diverse 7
7
 Sexual Orientation
Someone who does not experience sexual attraction. Distinct from celibacy, which is a
conscious choice, asexuality is an intrinsic aspect of an asexual person. Just as sexually
Asexual active individuals have emotional needs, so do asexual individuals. A person who is asexual
may experience romantic attraction to others. (Other terms used include: Ace.)
Someone who experiences sexual, romantic, physical, and/or spiritual attraction to people of
Bisexual their own gender as well as toward another gender. (sometimes shortened to “bi”)
A term used to describe (trans or cis) boys/men who are attracted to (trans or cis) boys/men,
but often used and embraced by people with other gender identities to describe their same-
Gay gender attractions and relationships as well. Often referred to as ‘homosexual,’ though this
term is no longer used by the majority of people with same-gender attractions.

Used to describe (trans or cis) girls/women who are attracted to (trans or cis) girls/women.
Lesbian Often referred to as ‘homosexual,’ though this term is no longer used by the majority of
women with same-gender attractions.
Someone who experiences sexual, romantic, physical, and/or spiritual attraction to members
Pansexu of all gender identities/expressions. Although pansexual is similar to bisexual, individuals
al who use the term “pansexual” often prefer it because it does not reinforce the woman/man
gender binary inherent in the term “bisexual.”
Historically a derogatory term used against LGBTQ people, it has been embraced and
reclaimed by LGBTQ communities. Queer is often used to represent all individuals who
Queer identify outside of other categories of sexual and gender identity. Queer may also be used by
an individual who feels as though other78 sexual or gender identity labels do not adequately
describe their experience.
 GSD Curriculum Integration

• Teach language basics

• Include GSD patients in normative clinical case examples (ex: integrated
cases)
• Cover clinical issues specific to GSD health (ex: clerkships)
• Present inequities AND models to address them
• Highlight GSD individuals across the lifespan

• Faculty Development is needed!

• Principles here likely apply to other marginalized or under-included groups

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 A Few Integration Challenges

•Teaching to stereotypes
•Lack of familiarity with certain clinical issues
•Faculty experience/lack thereof with terminology
•Highlighting health disparities without noting community strengths
•Working with student feedback

Don’t be afraid to slip up – you will!

Practice corrections/apology if
needed
Try again!

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 Does this Relate to my
Course?

• Check out the VIG report for suggestions of material for different
courses
• We are happy to discuss and collaborate
• GSD patients will experience a full spectrum of health issues, utilize
services across all clinical departments, benefit from diverse types of
scientific research

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 Resources to Help

• Many online resources

• Fenway Modules
• MedEd Portal
• PEAC modules

• Consult with VIG members

• You are the expert in your course
• We can help with the GSD details, reviewing cases

• Involve students in curricular change

• BUSM PRIDE
• Student Advisory Council
• Instructional design

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 High-Yield Resources

• AAMC: Sexual & Gender Minority Health Resources: https://www.aamc.org/what-we-

do/mission-areas/diversity-inclusion/lgbt-health-resources
• MedEd PORTAL: https://www.mededportal.org/search/?q=LGBT

• eQuality Curriculum: http://louisville.edu/medicine/ume/ume-office/equality

• The Equal Curriculum: https://www.springer.com/gp/book/9783030240240

• ACP/Fenway Guide: https://store.acponline.org/ebiz/products-services/product-

details/productid/21572
• GLMA Handbook: https://www.amazon.com/GLMA-Handbook-LGBT-Health-
volumes/dp/0313395659

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References

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