1999 President's Award
Southern California Lambda Medical Association

By

Chuck Stewart, Ph.D.
1999

Please contact: SAGE Publishing, 2455 Teller Road, Newbury Park, CA 91320 (805) 499-0721, for a copy of this book. To order a copy, see the order form.

This web page contains details of the book, including the--
-Introduction
-Preface
-Table of Contents

Click here for measures of the effectiveness of this training manual.

Preface

 

In 1992, I was approached by the Los Angeles Gay and Lesbian Police Advisory Task Force to write a curriculum on sexual orientation for use in the Los Angeles Police Academy. I attempted to obtain curricula on sexual orientation developed by other police departments. I found only three such curricula and each was only a few pages long. As a public school educator, I was acutely aware that curricula are simply outlines of what is to be taught and not the actual materials teachers need in the classroom. I realized that teaching suggestions alone would not accomplish the job to be done. What the Task Force really wanted is what is known as a teaching package- a set of materials that not only outlines what is to be covered but also contains subject rationale, methodologies, classroom activities, transparencies, student handouts, and supporting content materials. Usually this package is published in the form of a text book. So, I wrote a set of two books containing a total of 175 pages for the Task Force called Training for Law Enforcement: Gay and Lesbian Cultural Awareness .

 

After the first writing of the teaching package, I conducted research and completed my Ph.D. at The University of Southern California on the topic of effective homophobia reduction workshops. Although I initially wanted to conduct research in public schools, I was unable to locate any California school district that had made a concerted effort to provide homophobia reduction training. Meanwhile, the State of California mandated such training, known as cultural awareness training, to all police recruits and offered to support me in doing the field research.

 

For almost 9 months in 1994, I spent a week at a time with different police agencies throughout California. At each site I observed the sexual orientation training and often the entire cultural awareness training program. I conducted both empirical and qualitative assessments. It was a thoroughly enjoyable and eye-opening experience. Concurrently, I was hired to conduct sexual orientation trainings at police training centers, colleges, and businesses. During my own teachings, I conducted research and continued to modify the program based upon my findings. Even though I am not an appropriate role model for police because I am not a police officer and am viewed as an academic-activist, eventually I was able to create effective materials and pedagogy for them. By modifying my image (through selective presentation), I was able to obtain positive changes in student feelings toward homosexuals and homosexuality (to gay friendly) as measured by the Index of Homophobia (see Chapter 2) based on pre- and post-test evaluations. I was the only instructor participating in the research to obtain such positive changes in police attitudes.

 

For three years (1993-1995), I also participated with the Los Angeles Unified School District, Gay and Lesbian Education Commission. There, I was editor of the newsletter and provided my curriculum and materials to the education subcommittee for distribution throughout the district. Many instructors offered feedback and influenced the development of this book. I am indeed grateful to my family, friends, and colleagues for their help along the way. I want to give special thanks to the One Institute and International Gay and Lesbian Archives for both financial and moral support, and to my editor, Ann West.

 

This book presents a curriculum, teaching materials, and classroom activities based upon my own research as well as input from nationally recognized educators on gay and lesbian issues (Blumenfeld; McNaught). There is no need for educators to "re-invent the wheel" when asked to develop workshops or trainings on gay, lesbian, bisexual, transgender, transsexual, and intersex issues for adult audiences. With this book, everything an instructor needs for a successful course is provided. Experience shows that such a comprehensive presentation is more effective than either lecturing or simply calling the local gay and lesbian community services center for guest speakers. Although every activity, transparency, and topic paper can be used exactly as published, educators are encouraged to modify these resources according to their needs.

 

I view this book as a living document and hope to see it evolve with the help of recommendations of other homophobia reduction educators. I look forward to receiving comments and suggestions for inclusion in future editions of this book. Please contact Chuck Stewart at ckstewar@aol.com, and visit my web site at `http://members.aol.com/ckstewar/CStewart.html.

Introduction to the Teaching Package

The materials in this book were prepared to assist anyone responsible for developing and implementing homophobia and heterosexism reduction programs. In my research, I discovered that much of what is called sexual orientation training is ineffective, dismal, and often a reinforcement of anti-gay feelings and attitudes. Lecture has been the primary format used in such trainings. Instructors, when asked about their presentation, admit that lecture is the easiest method to use and that there is a general lack of materials.

 

As one instructor stated, "I called the gay center for some materials. They sent me some pamphlets and newspaper clippings. I still had to put it together and copy it." Other trainers relied upon calling those at local gay and lesbian community services centers to provide a panel to share "coming out" stories. This, too, was found to be highly unsatisfactory because the trainers were not the kinds of people students wanted to emulate. When the panels contained persons from the organization itself, the training started to approach its goal. Only when trainings were highly structured, using appropriate role models and conveying information that was comprehensible and meaningful, did training become effective.

 

The approach for this teaching package is proactive. All forms of human sexuality are considered equal and valid. Homosexuality, bisexuality, transgenderism, transsexualism and intersex are not deficits but recognized expressions of human sexuality due the same respect and legal protection as heterosexuality. It is accepted that the how, why, where, or with whom humans engage in sex is due in part to both biological conditions (essentialist perspective) and social forces (constructionist perspective). Although the curriculum and topic papers herein provide much information on sexual orientation as well as educate about homosexuality, the primary goal of the curriculum is to reduce homophobia and heterosexism. That is, homophobia and heterosexism remain the problem, not human sexuality. Eliminating homophobia and heterosexism is not a passive endeavor; therefore, the instructional program and administrative suggestions will require active involvement and commitment by all members of the organization.

 

What Is "Effective" Instruction?

 

When I first started my investigations, I naively believed that issues of "effective" instruction had already been settled within the educational establishment and that an effective model would be an easy starting point. Wow, was I ever wrong! Here I had been a public school teacher for many years, had seen various educational programs come and go, had read about programs deemed effective, and even had taught other teachers in effective pedagogy. Not until I had almost completed my Ph.D. and conducted a review of the literature did I discover that almost all academic writings in the field of education are anecdotal. The area of effective teaching is ripe with books and articles, but actual empirical research triangulated with qualitative observations is almost non-existent. And even research that is both empirical and qualitative is, from a feminist perspective, severely lacking due to its failure to identify the conditions and assumptions made about the researcher and the subjects. To be as clear as I can be, and to help teachers through the quagmire of effective teaching literature, Chapter 1 of this book develops a concise educational model based on the little research that does exist. The model is then applied to the topic of education about sexual stigmatization.

 

Even though this teaching package is designed to reduce homophobia and heterosexism, I want readers to be aware that the educational model has been presented in multiple contexts and found to be applicable to all stigmatized groups. I encourage all of you who are responsible for parallel programs such as multicultural education, sensitivity training, cultural awareness, and so on, to use the educational model as a foundation for developing your own set of content materials. The transparencies and activities can easily be adapted to any new material. In this way, the model will stay intact while the information is updated or modified for different groups.

 

I can't emphasize this point enough. For example, I presented my findings at the American Association of Affirmative Action (AAAA) in 1995. There, a number of persons presented multicultural programs that had been implemented at the university level. Had any of them formally assessed the effectiveness of their programs? No! Again and again, I see at professional meetings what I also have witnessed in public schools that are developing multicultural education programs- the design of teaching methods and materials is based on what feels good, not on measured outcomes. Also, the parameters of multicultural education have yet to be widely understood, as is discussed in chapter 1.

 

How to Prepare the Materials

 

There are sufficient materials contained within for a semester-long college course. Workshops can use only a certain number of class activities and lectures (ideally maintaining 30% to 40% of the allocated time for participatory activities). Lecture time can be reduced by moving the topic papers into a reader for students to review on their own.

 

Homosexuality is a "hidden" knowledge. Most people only know stereotypes and myths about gays, lesbians, bisexuals, transgender, transsexual, and intersex people. It is therefore important to provide as much accurate written information as possible to students. The time, costs, and effort required to successfully complete this workshop warrant the cost, small by comparison, of 100 or so pages of duplicated professional materials. I encourage each organization to duplicate many of the topic papers and distribute them to all persons attending homophobia-heterosexism reduction workshops.

 

Organization of Chapters

 

The book is organized into five chapters. Chapter 1, Theory and Research, develops a psycholinguistic and humanistic approach to sexual orientation education. The literature on effective teaching is reviewed and compared with concepts of multicultural education and theories of attitude change. The curriculum is based on an effective instructional model plus knowledge gained from my Ph.D. empirical and qualitative research in sexual orientation training conducted at California law enforcement agencies.

 

Chapter 2, Curriculum, presents an instructional flow chart to quickly aid the reader and classroom teacher. The curriculum provides everything a teacher needs to know- preparation, instructional sequence, goals and teaching strategies, materials including overhead transparencies and topic papers, classroom activities, homework assignments, and student and instructional assessment. At the end of this chapter, recommendations are made using effective strategies for overcoming heterosexism and homophobia within organizations and include an easy-to-use checkoff list.

 

Chapters 3, 4, and 5 contain reproducible materials. With a few exceptions, all materials are only 1 to 2 pages in length, perfect for duplication onto a single sheet of paper. This eliminates the need to staple and saves paper.

 

Chapter 3, Topic Papers, is essentially a textbook with major sections on sexual orientation. The crucial difference here is that each topic has been condensed from various sources (oftentimes from entire books) and prepared as short papers. As one teacher stated, "I don't need another 300+ page book on just one aspect of human sexuality. I need short, 1- to 2-page topics I can duplicate and use for discussion in the classroom." Teachers are encouraged to duplicate the topic papers as needed.

 

Chapter 4, Transparency Masters, highlights many of the topics covered by the curriculum and prepares them in an easy to read format. These masters may be either used to make overhead transparencies, or duplicated for distribution to students as classroom handouts, or both.

 

Chapter 5, Activities, contains curriculum materials designed for either the adult or the adolescent learner. Within the eleven major sections are activities that embody different emphases and techniques. These have been field tested and are considered to be effective by homophobia reduction educators. Instructors are encouraged to maintain the structure and core issue of the activities while adapting them as necessary to each particular audience in attendance.

 

Special Note on Teaching This Topic

 

Conducting workshops on sexual orientation is often emotionally stressful. Because the courses are usually mandated in response to an organizational lawsuit regarding discrimination in matters of sexual orientation, the participants are often highly adversarial. Also, there always seems to be 15% to 25% of the students who are religiously conservative and vocally oppositional to the instructors' presence. Many times, outright rebellion occurs by students and supervisors who perceive that the course "promotes homosexuality."

 

The materials in this book should answer most questions and concerns students may have. However, only through direct experience in conducting courses and workshops on lesbian, gay, bisexual, transgender, transsexual, and intersex issues will instructors gain the confidence and knowledge of how to effectively reduce homophobia and heterosexism. Even then, there will be the occasional situation where the class gets unruly or worse.

 

I urge instructors to please not take such responses personally but, rather, analyze the experience and try to identify the failure to affect change. My own experience is that the primary cause of student resistance is lack of preparation for the workshop by supervisors. If the organization does not embrace the information and goals of the training, students cannot be expected to react favorably. You will find a check-sheet of items instructors need to complete with the organization before the training commences in order to maximize the success of the workshop.

Table of Contents

 

Preface ii

Table of Contents i

Introduction to the Teaching Package xii

How to Prepare the Materials xiii

Organization of Chapters xiii

CHAPTER 1-THEORY AND RESEARCH IN PRACTICE 1

Meeting the Challenge of Cultural Awareness Training 1

Understanding Demographic and Political Changes 1

Defining Goals 1

Targeting Issues 2

Improving Implementation 2

In Summary 3

Multicultural Education 4

Variety of Approaches 4

The Problem of Assessment 5

Education Theory 6

Educational Psychology Theories of Learning 6

Behavioral Perspective. 6

Cognitive-Psychological Perspective. 7

Humanistic Psychological Perspective. 8

In Summary 10

"Effective Teaching" Education 11

Philosophy of Education 13

Conservative Versus Liberal Ideology. 13

The Uncertainty Principle. 14

In Summary 15

Oppositional Students 16

Theories of Attitude Change 17

Three Social Psychology Perspectives 17

Attitudes and Behavior Change 18

Effective Teaching Model 19

The Tenets of the Model 19

The Model Applied to Sexually Stigmatized Communities 20

Notes- 23

CHAPTER 2 - TRAINING ON STIGMATIZED COMMUNITIES: A SOCIAL RECONSTRUCTIONIST APPROACH 27

Socially Stigmatized Communities 28

Flow Chart Training Preparations 28

Sexually Stigmatized Communities 30

Training Preparation 30

Goals 30

Instructors 30

Psycholinguistic Education Perspective 31

Points-of-Contact and Scenarios 32

Training Curriculum- 4-Hour Workshop 32

Audience and Orientation 32

Time and Sequence 32

Student Reader 33

Course Content 35

Final Comments 43

Reality Check! Meeting Special Needs 45

Different Length Curricula 46

Training Curriculum- 2-Hour Workshop (Education That is Multicultural Model) 47

Training Curriculum- 50-Minute Workshop (Human Relations Model) 48

Special Emphasis Curricula 49

Training Curriculum- Adolescents 49

Training Curriculum- Supervisors 49

Training Curriculum- Lesbians 49

Training Curriculum- College Class on Sexuality and Gender 49

Training Curriculum- Legal and Law Enforcement 49

Training Curriculum- Lesbian and Gay Participants, or Parents of Lesbians and Gays 50

Training Curriculum- Religious 50

Training Curriculum- Lesbian Mothers, Gay Fathers 50

Training Curriculum- Homophobia and Heterosexism 50

Training Curriculum- Multicultural 51

Resources 52

Assessment Inventories 52

Books, Curricula, and Activities 52

Instructional Guides and Curricula 52

Text Books and Content Resources 53

Videos 53

Internet Sources 56

Recommendations Toward Overcoming Organizational Heterosexism 57

Closing Comment 60

A Training Checklist 62

Training Preparations 62

Training Program 62

Administrative Support for Training Program 63

Notes- 64

· REPRODUCIBLES · 65

CHAPTER 3- TOPIC PAPERS AND HANDOUTS 66

Goals for Training about Sexually Stigmatized Communities 67

Research about Sexual Orientation and Overcoming Stereotypes 68

1. Lesbian and Gay Culture 68

Discussion Questions 68

2. Human Sexuality- Its Great Variance 68

Discussion Questions 68

3. Identity Formations 69

Discussion Questions 69

4. What Causes Homosexuality? 69

Discussion Questions 69

5. Cross-Cultural and Historical Review of Homosexuality 70

Discussion Questions 70

6. Let's Talk About Those Sexual Acts! 71

Discussion Questions 71

7. Personal Life 71

Discussion Questions 71

8. Legal Summary of Homosexuality in the U.S. 72

Discussion Questions 72

9. Western Religious Perspectives 73

Discussion Questions 73

· Lesbian and Gay Culture 75

Topic: Is There a "Legitimate" Gay Culture? 75

Topic: How Did the Gay Culture Emerge? 77

Topic: How Does Gay Culture Intersect with the Dominant Culture? 79

· Human Sexuality- Its Great Variance 81

Topic: General Definitions 81

Topic: Who Are Lesbians, Gays, and Bisexuals 83

Incidence 83

Bisexuality 84

Economic Status of Lesbians and Gay Men 84

Aspects of Sexual Identity 84

Topic: Transgendered Persons 86

Social Issues 86

Vilification 86

Discrimination 87

Legal Issues 87

Topic: Transsexuals 89

The Sex-Reassignment Process 89

The Facts of Surgery 90

Topic: Intersex 91

The Lynn Harris Story 91

i am intersex, by Lee 92

· Identity Formations 93

Topic: Sex and Gender Identities 93

Biological Sex and Gender 93

Gender Roles 93

Topic: Advantages and Disadvantages of a Gender Role 94

Deviancy 95

Topic: The Origins of Sex-Role Differences? 96

Gender-Role Socialization 96

Topic: Sexism and Changing Gender Roles 97

Other Cultures 97

Changing Conceptions of Gender Roles 97

Homosexuality and Gender Roles 97

Topic: Homosexual Identity Formation 98

The Model 98

Topic: Bisexuality 100

Study Findings 100

Topic: Multiple Perspectives on Gender Role Identities 101

Gender Identity 101

Social Sex-Role 101

Sexual Orientation 103

Conclusion 103

· What Causes Homosexuality? 105

Topic: Bias and Accuracy in Research 105

Exploring Biases 105

Research Accuracy 105

Topic: Essentialist Perspectives on Human Sexuality 106

Theories 106

Topic: Who Would Chose to be an Outcast? 108

Topic: Constructionist Perspectives on Human Sexuality 109

Theories 109

Environmental and Behavioral Theories. 110

Topic: The Invention of Heterosexuality 112

Topic: Biological Brain Research-An In-Depth Study 119

· Cross-Cultural and Historical Review of Homosexuality 121

Topic: Bias in Anthropological Research on Homosexuality 121

Topic: Indian Sexuality and Homosexuality (Two-Spirited People) 122

Topic: Institutionalized Homosexuality 124

Topic: All-Male Societies 126

Topic: Amazons 127

Topic: All-Female Societies 128

Topic: Cross-Cultural Summary 130

Conclusion 131

Topic: Male Homosexuality in Late Imperial China 132

Topic: Lesbian Sexuality in Medieval and Early Modern Europe 134

Topic: Sexuality in Antebellum South Carolina 135

Topic: The Lesbian and Gay Subculture of Jazz Age Harlem 136

Topic: Russia's Gay History 138

Topic: Women's Relationships in Mid-Twentieth Century America-Do We Label Them Lesbian? 140

Topic: Male Sexuality in South Africa Gold Mines 142

Topic: Cuban Lesbian and Gay Experience 144

· Let's Talk About Those Sexual Acts! 145

Topic: Just What Do They Do in Bed? 145

Topic: Comparison of Sexual Behavior Patterns between Homosexual and Heterosexual Partners 146

Committed Homosexual Couples versus Married Heterosexual Couples 146

Committed Lesbian Couples versus Married Heterosexual Couples 146

Committed Gay Male Couples versus Married Heterosexual Couples 146

Assigned Homosexual Couples versus Assigned Heterosexual Couples 147

Instructor's Note: 147

· Personal Issues 148

Topic: Family Reactions to Having a Lesbian or Gay Member 148

How Do Families React? 148

Topic: Families and Friends 149

Topic: Lesbian and Gay Relationships 150

Common Myths 150

Gay and Lesbian Relationships Patterns 150

Topic: Minority Issues and Homosexuality 151

References 152

Topic: Asian Interview 153

Topic: Adolescent Issues 154

Developmental Tasks 154

Adaptations 155

Topic: Adolescent Throwaways 157

Topic: Adolescent Suicide- A Summary 158

Topic: Factors Related to Gay Male Adolescent Suicide 159

Topic: The Mental Health Industry Response to Adolescent Suicide? 160

Topic: Gay Teen Suicide- Four Personal Stories 161

Topic: Gay Fathers 163

Topic: Lesbian Issues 164

Topic: Lesbian Mothers 165

Topic: Mothers Who Are Lesbian 167

Topic: Lesbian Identities 168

Topic: Crimes Against Lesbians 171

Lesbian Mothers 171

Judicial Crimes 171

Family Crimes 171

Crimes by the School System (Public and Private) 171

Psychiatric Profession Crimes Against Lesbians 171

Employment Discrimination Crimes 172

Topic: Lesbians and Artificial Insemination 173

Topic: Lesbianism and Religion 174

Christianity 174

Judaism 174

Topic: Issues of Aging for Lesbians and Gay Men 176

Midlife Lesbians 176

Aging and Gay Men 177

· Legal Status of Homosexuality in the U.S. 178

Topic: Freedom of Speech 178

Lesbian and Gay Rights Advocacy Groups 178

Protest Speech 178

Speech about Sexuality 178

Topic: Employment, Housing, and Public Accommodations 180

Employment 180

Private Employment. 180

Public Employment 180

Housing and Public Accommodations 180

Topic: Lesbian and Gay Families 181

Marriages and Partnerships 181

Personal Finances and Estates 181

Child Custody and Visitation Rights 181

Topic: Criminal Law 183

Topic: Absurd Sex Laws 184

Sex in the United States 184

Sex Laws Outside the United States 185

· Western Religious Perspectives 187

Topic: Sexuality and the Heritage of Western Religion 187

Topic: Greek Perspectives on Homosexuality 188

Topic: Roman Perspectives on Homosexuality 190

Topic: Judaic Perspectives on Homosexuality 191

Early Judaism and Sexuality 191

Judaism and Sexuality Today 192

Topic: Christian's Perspectives on Homosexuality 193

Early Christianity and Sexuality 193

The Modern Church and Homosexuality 194

In Summary 194

Topic: Biblical Injunctions Against Homosexuality 195

Genesis 195

Leviticus 195

Romans 195

Corinthians 195

I Timothy 195

Topic: The Purpose of the Book of Leviticus? 198

The structure of Leviticus 198

The historical context of Leviticus 198

Topic: The Relationship of Leviticus to Modern Anti-Gay Violence 201

Conclusion 201

Topic: Islamic Perspectives on Homosexuality 202

The Koran and Homosexuality- 202

Topic: A Personal Note: Religious Condemnation of Homosexuals 204

Just How Bad Is It Against Gays and Lesbians? Societal Homophobia and the Promotion of Heterosexism 206

Topic: Heterosexism 208

Topic: Homophobia 209

Topic: Homosexuality, the Hidden Knowledge 211

Topic: Characteristics of Homophobes and How to Assess When Homophobia Has Been Reduced 212

Topic: Brief History of Western Heterosexism 213

Topic: Origins and Function of Prejudice 214

The Function of Prejudice 215

Topic: Psychological Factors of Prejudice 216

Topic: Stigmatization and Responses to Oppression 217

Topic: Stereotypes and Child Molestation 218

Child Molestation Stereotype 219

Topic: Discrimination 220

Physical Attack 220

Judicial Discrimination 220

Employment Discrimination 220

Lifestyle Discrimination 220

Response to Discrimination 220

Topic: Hate Crimes- A National Shame 223

Rate of Incidence 223

"Civil Rights"-California Penal Code - Title 11.6, Section 422.6 224

Topic: Who Commits Gay Bashing? How Do Lesbians and Gays Cope? 226

Characteristics of Gay-Bashing Perpetrators 226

How Do Lesbians and Gays Cope with Hate-Motivated Violence? 226

Topic: Hate Crimes- Roots and Enforcement 228

Enforcement of Hate Crime Laws 228

Roots of Hate Crimes 228

Victims and Witnesses 228

Solutions 229

Topic: The Personal Costs of Heterosexism 230

Topic: Who Wants Gays and Lesbians Dead!!! 233

Topic: The "Hidden Agenda" of Religious and Political Conservatives 234

Patrick Buchanan 234

Pat Robertson 234

Senator Jesse Helms 234

Representative Bob Dornan 234

Gary Potter 234

Dean Wycoff 234

Topic: Chronology of the Lesbian and Gay Movement in the U.S. 235

Topic: Pink and Black Triangle 237

Arrival at Camp 237

Special Liquidation 237

Sleeping at Night 238

In Summary 238

Topic: World Persecution of Gays and Lesbians 239

Current Persecutions of Gays and Lesbians 239

Internalized Homophobia 240

Topic: "Coming Out" and Stigma Conversion 241

The Choices for Lesbians and Gays 241

"Coming Out" Models 241

Responses to Homophobia 242

Topic: First Stages of "Coming Out" 243

Topic: "Outing" 244

Topic: Gay and Lesbian Health Concerns 246

Drug and Alcohol Abuse 246

Sexually Transmitted Disease 247

Institutionalized Homophobia and Heterosexism 248

Topic: A Summary of Sodomy Laws 249

The Legal Status of Sodomy (Legal in only 30 states as of 1998) 249

Topic: Sodomy Statutes-State by State 250

Topic: Gays and Security Risks 252

Topic: Gays and Lesbians in the Military and the Costs of Heterosexism 253

Discharge of Gay and Lesbian Service Personnel 253

Interacting with Lesbians and Gays 254

Topic: Understanding Points-of-Contact (Example: Police and Lesbians and Gays in Los Angeles) 255

Introduction 255

Locations and Situations of Contact 255

A. Domestic Violence 256

B. Hate Crimes 256

C. Lewd Conduct 257

D. Activism and Civil Disobedience 257

E. Public Safety 258

F. Victims of Violence 258

G. Youth 258

H. Prostitution 258

I. Medical Emergencies 259

Overcoming Heterosexism 260

1. Strategies for Reducing Homophobia 260

Discussion Questions 260

2. Change Heterosexist Opinions and Beliefs 261

Discussion Questions 261

· Strategies for Reducing Homophobia 263

Topic: Effective Techniques for Reducing Homophobia 263

Topic: Gays Should Lean on Justice, Not Science 264

Topic: Angered by the Deception 265

Topic: Diversity Found in the Gay Community 266

Discussion Questions 266

Topic: Multicultural Education and Overcoming Stigmatization 268

Topic: Overcoming Male Heterosexuality 270

Homophobia Supports Heterosexual Masculinity 270

Overcoming Homophobic Beliefs of Heterosexual Men 271

· Change Heterosexist Opinions and Beliefs 273

Topic: Political Support for Gays and Lesbians 273

Barry Goldwater 273

Jimmy Carter 273

U.S. Supreme Court Rules Colorado's Amendment 2 Unconstitutional 273

Topic: Gays in the Military 274

The Military Should Not Accept Homosexuals 274

The Military Should Accept Homosexuals 274

Topic: Gay Marriages 275

Society Should Not Sanction Gay Partnerships 275

Society Should Sanction Gay Partnerships 275

Topic: Christian Recognition of Same-Sex Marriages 277

Topic: Gays and Lesbians in Our Schools 278

School Programs Should Not Stress Acceptance of Homosexuality 278

School Programs Should Stress Acceptance of Homosexuality 279

Topic: Homosexuality-A Hidden Knowledge 281

Nazi Book Burning 281

Michelangelo's Love Poems 281

Topic: Reparative Therapies-Do they work? 282

Psychoanalysis 282

Conversion and Aversion Therapy, and "Deprogramming" 282

Religious-Based Conversion Programs 283

Topic: But Is Homosexuality Natural or Normal? 285

Topic: Being "Out" at Work-A Personal Perspective 287

Topic: Heterosexual Double Standard 288

Topic: 'Gaydar' 290

Topic: The Gay Rights Movement and the African-American Civil Rights Movement 291

Topic: Is the Gay Movement Simply About Sex? Should They Keep Their Personal Lives Private? 292

Topic: 'Homosexuality'- It Should Not Matter 294

Why Homosexuality Should Not Matter 294

But It Does Matter. Science as a Tool of Religion. 294

Topic: Shall We Condemn Chicken Eaters? 295

Topic: Moral and Political Beliefs that Affect the Acceptance of Gays and Lesbians 296

Resources and Organizations 299

National Organizations 299

(Call to find an office near you) 299

[Ann-- the · indicates that I am still verifying the information] 299

AIDS/HIV Support, Education, Advocacy 299

Archives / Libraries / History Projects 299

Business & Professional Associations 299

Education & Research 300

Ethnic & Nationality Resources & Publications 301

Family / Youth / Age-Related Resources 301

Legal Services & Resources 301

Military Resources 301

Political, Social & Support Movements 301

Directories, Bibliographies, Guides, Travel 301

Publications 301

Publishers 302

CHAPTER 4-TRANSPARENCY MASTERS 303

Lesbian and Gay Symbols 304

Accepting Diversity-The Rainbow Symbols 305

Definitions 306

Kinsey Rating Scale 307

Sexual Behavior and Fantasies 308

Gender Roles and Sexual Identities 309

Biological Sex 309

Gender Role 309

Examples 309

Homosexual Identity Formation 310

Richard R. Troiden- Homosexual Identity Formation Model 310

Bipolar versus Independent Continua Models 311

The Causes of Human Sexuality 312

Essentialist Perspectives 312

Constructionist Perspectives 312

How Other Cultures Constructed Sexuality 313

Man-Woman Societal Position (berdache) 313

Institutionalized Homosexuality 313

Minority Issues and Homosexuality 314

Homophobia 315

Characteristics of Homophobes 316

Stereotypes-Prejudice-Stigmatization-Oppression 317

Stereotypes 317

Functions of Prejudice 317

Stigmatization 318

Oppression 318

"Gay Lifestyle"-An Example of Stereotyping 319

Hate Crimes 320

Incidence 320

Victims and Witnesses 320

The Law and Discrimination Based on Sexual Orientation (California) 322

New Legislation 322

Process for Filing a Complaint 322

Responses to Sexual Orientation Training 323

Identity Formation and Coming Out Models 324

Gay and Lesbian Health Concerns 326

Drug and Alcohol Use 326

Conclusion: 326

Suicide 326

Costs of Discharging Lesbians and Gays 327

Reducing Prejudice Against Homosexuals 328

Some Hot Topics 329

Gays in the Military 329

Gay Marriages 329

Support for Gays and Lesbians in Schools 329

Reparative Therapies to Change Someone to Heterosexuality 329

CHAPTER 5-ACTIVITIES 330

Value Clarification Techniques 330

The Activities 331

Ice Breakers 331

Self-Awareness 331

Awareness of Internalized Homophobia 331

Being Homosexual in a Heterosexist World 331

Identifying Stereotypes and Epithets 332

Topic Awareness 332

Personal Growth 332

Coming Out 332

Solving Problems: Scenarios 333

AIDS 333

Closure and Taking Action 333

Activities Table of Contents 334

Ice Breakers 335

Activity · Diversity Balloons 335

Activity · Introductory Opinions 336

Activity · Freedom Rings 337

Self-Awareness (for heterosexual audiences) 338

Activity · Lesbian-Gay-Bisexual Stereotypes 338

Lesbian-Gay-Bisexual Completion Statements 339

Activity · Continuum Choice Methodology 340

Activity · Friends I Value 341

Friends I Value Worksheet 342

Activity · Habitual Responses to Homosexuality 343

Pattern Grid Worksheet 344

Habitual Responses to Homosexuality - Suggested Questions 345

Activity · Forced-Choice Pyramid 346

Pyramid Diagrams 347

Forced-Choice Pyramid-Statements 348

Activity · Vaccine Conflict 350

Vaccine Conflict-Survivor List 351

Awareness of Internalized Homophobia (for homosexual audiences) 352

Activity · Internalized Homophobia Assessment 352

Internalized Homophobia Assessment Worksheet 353

Activity · Rap Topics 355

Being Homosexual in a Heterosexist World 358

Activity · Shared Weekend Experience 358

Activity · Heterosexual Questionnaire 359

Heterosexual Questionnaire 360

Activity · Fear of Being Found Out 361

I FEAR - - Revelations of a Closeted Gay Cop 361

Activity · Heterosexuals in a Homosexual World 362

Heterosexuals in a Homosexual World-Guided Fantasy 363

Activity · What It's Like To Be Gay, Lesbian, Bisexual, Transsexual, or Intersex 366

Dating Story 367

Activity · Personal Stories 368

Identifying Stereotypes and Epithets 369

Activity · Gay-Lesbian-Occupation Categories 369

Activity · Lesbian Invisibility 370

Activity · Concentric Circles Discuss Stereotypes 372

Activity · Gay Lifestyle Stereotype 373

Activity · 4-Columns of Stereotypic Words 374

Topic Awareness 375

Activity · Project 10 or Growing Up Gay Videos 375

Activity · Heterosexual Privilege 376

Heterosexual Privilege-The Reality Handout 377

Activity · Left-Handed Comparison 378

The Left-Handed Analogy-A Discussion about Difference 379

Left-Handed Analogy (cont.) 380

Activity · Invisibility, Even At Death 381

Invisibility, Even At Death-Tommy Lasorda, Jr. 382

Activity · Historical Figures 383

Historical Figures-Forty Gays and Lesbians Who Enriched the World 384

Historical Figures-Abraham Lincoln's Love for Joshua Fry Speed 393

Historical Figures-Famous Lesbians and Gays 396

Historical Figures-Live Gay Dudes and Lesbian Dudettes 399

Historical Figures-Famous Lesbians, Gays, Bisexuals- Labels 400

Activity · What Would It Be Like Without Homophobia? 403

Personal Growth 404

Activity · Advantages and Disadvantages of Roles 404

Advantages and Disadvantages of Roles Worksheet 405

Activity · Resent-Demand-Appreciate Gays, Lesbians, and Bisexuals 406

Resent-Demand-Appreciate (RDA) Worksheet 406

Activity · Liberation 409

Liberation Worksheet 410

Liberation Tree 411

Coming Out 412

Activity · Coming Out Safely 412

Coming Out Safely Worksheet 413

Activity · Where Do I Share? 414

Privacy Circles Worksheet 415

Privacy Circles-Suggested Questions 416

Activity · Grief Associated with Coming Out 417

Grief Worksheet 418

Grief Guideline 420

Solving Problems 421

Activity · Lesbian-Gay-Bisexual-Transsexual Scenarios 421

The Scenarios 422

Activity · It's OK to be gay, BUT . . . 429

AIDS 430

Activity · The Exponential Growth of AIDS 430

Closure and Taking Action 431

Activity · Personal Learning Review 431

Personal Learning Review Worksheet 432

Activity · Web of Life 433

Activity · Appreciation Modules 434

Appreciation Modules Worksheet 435

Activity · Finding Solutions to Heterosexism 436

Activity · Taking Action 437

Taking Action Worksheet 438

Activity · Demonstrate! 440

Class Assessment Materials 441

General Knowledge TEST 441

Pre- and Post- Test Answer Key 443

Grading Scale 443

Class Evaluation Questionnaire 444

Homework Assignment 445