SWK 3890  Sexual Minorities, Spring 2009

Professor: Stephen M. Marson, Ph.D., ACSW
Office: 322 BF Lowry; Phone: 521-6475; Inclement weather: (910) 521-6888
Office Hours:   By Appointment
Course Prerequisites: SWK 2000 recommended
Course Description: This course brings together the essential knowledge for effective and affirmative social work practice with sexual minorities who are coping with all usual crises of everyday life in addition to concerns related to their individual uniqueness and their status as a population-at-risk.   Knowledge is incorporated under an exosystem-interactional framework for a multidimensional understanding of the many complexities and nuances of sexual minorities.

Table of Contents

Articles to selected (Assignments) Computers Grading
Assignments Course Objectives Plagiarism
Attendance Policy Course Outline Program Objectives
Bibliography Final Exam Required Texts
Cell Phones Giving and Taking Help Students with Disabilities

 

Program Objectives:

  1. Apply critical thinking skills within the context of professional social work practice.
  2. Understand the value base of the profession and its ethical standards and principles, and practice accordingly.
  3. Practice without discrimination and with respect, knowledge, and skills related to clients’ age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation.
  4. Understand the forms and mechanisms of oppression and discrimination and apply strategies of advocacy and social change that advance social and economic justice.
  5. Understand and interpret the history of the social work profession and its contemporary structures and issues.
  6. Apply the knowledge and skills of generalist social work practice with systems of all sizes.
  7. Use theoretical frameworks supported by empirical evidence to understand individual development and behavior across the life span and the interactions among individuals and between individuals and families, groups, organizations, and communities.
  8. Analyze, formulate, and influence social policies.
  9. Evaluate research studies, apply research findings to practice, and evaluate their own practice interventions.
  10. Use communication skills differentially across client populations, colleagues, and communities.
  11. Use supervision and consultation appropriate to social work practice.
  12. Function within the structure of organizations and service delivery systems and seek necessary organizational change.
  13. Use social work skills, values and knowledge within the context of our rural environment.

Course Objectives: 1  2  3  4  5  6  7  8  9  10  11  12  13 ]

  1. be able to employ the ecosystems approach as a backdrop for the strengths perspective. [Program Objectives: 1467810 ]
  2. understand the dynamics of homophobia on micro, mezzo and macro levels. [Program Objectives: 2  346789]
  3. understand the influence of subculture on sexual minorities.  [Program Objectives:  2  346712 ]
  4. understand recent social science research pertinent to variations in sexual behavior, family forms and civil rights issues ( i.e. living arrangements).  [Program Objectives: 1 2346789 ]
  5. understand social attitudes toward sexual minorities.  [Program Objectives: 1  2 34610 ]
  6. understand the economic, legal, and social policies relative to sexual minorities.  [Program Objectives: 1 24689101112 ]
  7. appreciate differential treatment strategies for intervention within the strengths model.  [Program Objectives: 12369 ]
  8. appreciate the psychosocial dynamics that undergirds the rationale for intervention for sexual minorities.  [Program Objectives: 146710 ]
  9. appreciate the special health concerns for sexual minorities.  [Program Objectives: 1  2 34689101213  ]
  10. be able to apply an affirmative perspective to family intervention as related to the growth, development and maturation process among sexual minorities.  [Program Objectives:   123456712 ]
 
Course Outline
Date or Lecture 
 Topic
 Course Objectives
Activities & Readings
  Outcome Measures
Week 1 - 2 Social Work Mission and Policies The Ecosystems and Strengths Models  introduced.  A position against the pathology perspective is taken.  Definitions of important terms pertaining to sexual minorities lays the groundwork for treatment issues that are addressed later in the course.  1 2 34 5 7 8
Issues to be addressed include: NASW Policy Statement on HIV and AIDS , NASW Policy Statement on Gays and Lesbians, and the Stonewall Riot.
 Test 1
Week 3 - 4 Heterosexual Society The class will explore the dynamics of homophobia and the denial of one's selfhood in society.   Homophobia is viewed on micro, mezzo and macro levels. 1 2 34 5
Lecture and class discussion
 Test 1
Week 5 - 6 The Strength Perspective The cultural contributions of sexual minorities are introduced. The dynamics of a hidden subculture are analyzed.   This hidden subcultural provides the foundation of emotional and social strength among sexual minorities. 3 4
Lecture and class discussion


Student Presentations 

 

 Test 1
Student Presentation
Week 6 The Maturation Process Current and past social science literature is reviewed on the growth, development and maturation among sexuality minorities.  Essentially, a mini HBSE course is presented on the biopsychosocial aspects of human development in the context of family forms, civil rights, racial and ethnic differences, and social pressures unique to sexual minorities. 1 2 34 5 8  10
Lecture and class discussion


Student Presentations
Test 1 on Blackboad (3 day window)

 Test 2
Student Presentation
Week 7 Sexual Orientation Data from extensive surveys concerning social attitudes toward sexual minorities is presented.  The question: "Is sexual orientation a choice?" is addressed in the context of recent social and medical research.  Current there is no answer to this question. 1 4 68
Lecture and class discussion


Student Presentations

 Test 2
Student Presentation
Week 8 - 9 Issues in the Workplace Here we explore legal and economic issues pertaining to the workplace and the family respectively.  Workers' rights, health insurance, child custody battles, and adoption are addressed. 1 2 34 5 6
Lecture and class discussion


Student Presentations 

Test 2 on Blackboad (3 day window)

 Test 3
Student Presentation
Week 10 - 11 Gerontology  The meaning of aging for sexual minorities is addressed.  Social advantages and pitfalls for sexual minorities are highlighted. 1 2 4 6 7
Lecture and class discussion


Student Presentations 

 

 Test 3
Student Presentation
Week 12 -13 Social Service Intervention Case material is presented that demonstrates effective strategies for intervention. The strengths model shapes intervention so that negative self perceptions are challenged.  Attention is paid to both individual and family intervention. 1 4 89 10
Lecture and class discussion


Student Presentations
Test 3 on Blackboad (3 day window)

 Final Exam
Student Presentation
Week 14 Health Care Critical health issues for males and females are quite different.   These differences are addressed and implications for social service delivery and intervention are provided. 7 8 9
Lecture and class discussion


Student Presentations

 Final Exam
Student Presentation
Week 15 Intervention with Families We apply the affirmative perspective to both family and individual intervention.  It is important for the social worker to understand ways in which routine life stressors may be intensified for individuals who are outside the mainstream of society. 1 2 34 10
Lecture and class discussion


Student Presentations

 Final Exam
Student Presentation

Final Exam:  Go to http://www.uncp.edu/registrar/calendars/exam_spring.htm  for exam schedule
Required Texts van Wormer, K., Wells, J. & Boes, M. (2000). Social Work with Lesbians, Gays, and Bisexuals: A Strengths Perspective. Boston: Allyn & Bacon.
Computers and the Social Work Major Social work majors are required to have an email account to submit and receive assignments.  Students may apply for an account on Snappy (name of our computer) at no cost.  Merely complete the  "New User Account" form found at http://www.uncp.edu/ucis/accounts/.   To use and check email, go to http://webmail.uncp.edu/.   You must use your university account during this class. Make sure that if you have changed your email to another server ( e.g. AOL, Yahoo) you must change it back to the university account.

Assignments:

  1. For each class meeting, students will be assigned a newspaper to review and clip out articles addressing sexual minority topics.

  2. See course outline. Quizzes will be given after every 3rd or 4th chapter.  Each student will make an oral report on one of the following articles to be assigned in class. Some of the articles can ONLY be found on Interlibrary Loan.   If students have problems with Interlibrary loan contact Steve Marson IMMEDIATELY!  Students are required to find their articles on the same day that the article is assigned.  Some Interlibrary Loans can take three weeks.

  • Anderssen, N. (2002). Does contact with lesbians and gays lead to friendlier attitudes?   A two year longitudinal study.  Journal of Community Applied Social Psychology, 12, 124-136.

  • Aulivola, M. (2004). Outing Domestic Violence: Affording Appropriate Protections to Gay and Lesbian Victims. Family Court Review, 42(1), 162-177.

  • Avery, A., Chase, J., Johansson, L., Litvak, S., & Et al. (2007). America's changing attitudes toward homosexuality, civil unions, and same-gender marriage: 1977-2004. Social work, 52(1), 71-79.

  • Baker, P. (2004). `Unnatural Acts': Discourses of homosexuality within the House of Lords debates on gay male law reform. Journal of Sociolinguistics, 8(1), 88-106.
  • Balsam, K. F., Huang, B., Fieland, K. C., Simoni, J. M. & Walters, K. L. (2004). Culture, Trauma, and Wellness: A Comparison of Heterosexual and Lesbian, Gay, Bisexual, and Two-Spirit Native Americans. Cultural Diversity and Ethnic Minority Psychology, 10(3), 287-301.
  • Bassett, R. L., Nikkelen-Kuper, M V., Johnson, D., Miller, A., Carter, A., and Brimm, J. (2005). Being a good Neighbor: Can students come to value homosexual persons? Journal of Psychology and Theology, 33 (1) 17-26.
  • Ben-Ari, A. T. (1998). An experimental attitude change: Social work students and homosexuality. The Journal of Homosexuality,  36 (2), 59-71.
  • Berkman, C. S. and Zimber, G. (1997). Homophobia and heterosexism in social workers. Social Work, 42 (4), 319-332.

    Berkowitz, D., & Marsiglio, W. (2007). Gay men: Negotiating procreative, father, and family identities. Journal of Marriage and Family, 69(2), 366-381.

  • Bevacqua, M. (2004). Feminist Theory and the Question of Lesbian and Gay Marriage. Feminism and Psychology, 14(1), 36-40.
  • Boag, P. (2004). "Does Portland Need a Homophile Society?" Gay Culture and Activism in the Rose City between World War II and Stonewall. Oregon Historical Quarterly, 105(1), 6-39.
  • Bordeyne, P. (2006). Homosexuality, seen in relation to ecumenical dialogue: What really matters to the Catholic Church. New Blackfriars, 87 (1012), 561-577.
  • Boon, M. H. & Howard, V. (2004). Recent lesbian/gay/bisexual/transgender fiction for teens: Are Canadian public libraries providing adequate collections? Collection Building, 23(3), 133-138.
  • Brown, G., Maycock, B., Prestage, G. & Ven, P. V. D. (2004). Sex in Two Cities - Gay Men, Risk and HIV in Perth and Sydney. Asia Pacific Journal of Public Health, 16(1), 3-8.
  • Brown, R. D., Clarke, B., Gortmaker, V. & Robinson-Keilig, R. (2004). Assessing the Campus Climate for Gay, Lesbian, Bisexual, and Transgender (GLBT) Students Using a Multiple Perspectives Approach. Journal of College Student Development, 45(1), 8-26.
  • Brayton, S. (2007). MTV's jackass: Transgression, abjection and the economy of white masculinity. Journal of Gender Studies, 16(1), 57-72.
  • Butler, C. (2004). An awareness-raising tool addressing lesbian and gay lives. Clinical Psychology, 36, 15-18.
  • Button, S. B. (2004). Identity Management Strategies Utilized by Lesbian and Gay Employees: A Quantitative Investigation. Group and Organization Management, 29(4), 470-494.
  • Cameron, P. (2006). Children of homosexuals and transsexuals more apt to be homosexual. Journal of Biosocial Science, 38 (3), 413-418.  [Special NOTE:  A student interested in report on this article must do additional  research starting by a visit to the blog at www.abigailgarner.net and search the word "biosocial" to find posts on this topic (the search  window is on the right margin, down below the links of monthly archives). Students would need to comment as part of the discussion.   Documenting reflections on Cameron's work from other students is expected.  Because of the increased level of difficulty, a student will be given extra credit for this assignment.]
  • Camilleri, P. and Ryan, M. (2006). Social work students’ attitudes toward homosexuality and their knowledge and attitudes toward homosexual. Social Work Education, 25 (3): 288-304.
  • Card, C. (2007). Gay divorce: Thoughts on the legal regulation of marriage. Hypatia, 22(1), 24-38.
  • Chase, K. M. (2004). Therapy with Gay and Lesbian Clients: Implications for Music Therapists. Music Therapy Perspectives, 22(1), 34-38.
  • Chauncey, G. (2004). "What Gay Studies Taught the Court": The Historians' Amicus Brief in Lawrence v. Texas. Glq, 10(3), 509-538.
  • Colvin, R. A. (2004). Political Party Support and Policy Outcomes: Adopted State Gay Rights Laws. Public Administration and Public Policy, 106, 69-90.
  • Cook, M. (2006). Urban Desires Harry Cocks Nameless Offences: Homosexual Desire in the Nineteenth Century; Matt Houlbrook Queer London: Perils and Pleasures in the Sexual Metropolis, 1918-1957; Seth Koven Slumming: Sexual and Social Politics in Victorian London. History Workshop Journal, (62), 292-299.
  • Cooper, M. (2004). What Makes a Family?: Addressing the Issue of Gay and Lesbian Adoption. Family Court Review, 42(1), 178-192.
  • Cover, R. (2004). Bodies, Movements and Desires: Lesbian/Gay Subjectivity and the Stereotype. Continuum, 18(1), 81-98.
  • Crossley, M. L. (2004). Making sense of `barebacking': Gay men's narratives, unsafe sex and `resistance habitus'. British Journal of Social Psychology, 43(2), 225-244.
  • Dehesa, R. d. l. (2007). Global communities and hybrid cultures: Early gay and lesbian electoral activism in brazil and mexico. Latin American Research Review, 42(1), 29-51.
  • Diaz, R. M., Ayala, G. & Bein, E. (2004). Sexual Risk as an Outcome of Social Oppression: Data From a Probability Sample of Latino Gay Men in Three U.S. Cities. Cultural Diversity and Ethnic Minority Psychology, 10(3), 255-267.
  • Dillon, F. R., Worthington, R. L., Savoy, H. B., Rooney, S. C., Becker-Schutte, A. & Guerra, R. M. (2004). On Becoming Allies: A Qualitative Study of Lesbian-, Gay-, and Bisexual-Affirmative Counselor Training. Counsellor Education and Supervision, 43(3), 162-178.
  • Doan, P. L. (2007). Queers in the american city: Transgendered perceptions of urban space. Gender, Place and Culture, 14(1), 57-74.
  • Eldridge, VL., Mack, L. &  Swank, E. (2006). Explaining comfort with homosexuality in rural America. Journal of Homosexuality, 51 (2), 39-56.
  • Eliason, M. J. & Hughes, T. (2004). Treatment Counselor's Attitudes About Lesbian, Gay, Bisexual and Transgendered Clients: Urban vs. Rural Settings. Substance Use and Misuse, 39(4), 625-644.
  • Elise Lowe, M. (2004). Gay/Lesbian Ordination and the Ontology of the Human Subject. Dialog, 43(3), 177-183.
  • Ellis, V. & High, S. (2004). Something more to tell you: gay, lesbian or bisexual young people's experiences of secondary schooling. British Educational Research Journal, 30(2), 213-226.
  • Ellis, S. J. (2004). Rights-based reasoning in discussions about lesbian and gay issues: implications for moral educators. Journal of Moral Education, 33(1), 71-86.
  • Erich, S. "., Boutte-Queen, N., Donnelly, S., & Tittsworth, J. (2007). Social work education: Implications for working with the transgender community. The Journal of Baccalaureate Social Work, 12(2), 42-52.
  • Feigenbaum, E. F. (2007). Heterosexual privilege: The political and the personal. Hypatia, 22(1), 1-9.
  • Ferguson, A. (2007). Gay marriage: An American and feminist dilemma. Hypatia, 22(1), 39-57.
  • Gannett, L. &  Percy, WA. (2006). Lincoln, sex, and the scholars what's at stake if our greatest president was homosexual? Gay and Lesbian Review, 13 (2), 18-23. 
  • Giffney, N. (2004). Denormatizing queer theory: more than (simply) lesbian and gay studies. Feminist Theory, 5(1), 73-78.

  • Gold, R. S. (2004). Explaining gay men's unrealistic optimism about becoming infected with HIV. International Journal of STD and AIDS, 15(2), 99-102.

  • Goldberg, A. E. (2007). Talking about family: Disclosure practices of adults raised by lesbian, gay, and bisexual parents. Journal of Family Issues, 28(1), 100-131.

  • Goldberg, A. E., & Allen, K. R. (2007). Imagining men: Lesbian mothers' perceptions of male involvement during the transition to parenthood. Journal of Marriage and Family, 69(2), 352-365.

  • Gorman, E. M., Nelson, K. R., Applegate, T. & Scrol, A. (2004). Club Drug and Poly-Substance Abuse and HIV Among Gay/Bisexual Men: Lessons Gleaned from a Community Study. Journal of Gay and Lesbian Social Services, 16(2), 1-18.
  • Graziano, K. J. (2004). Oppression and Resiliency in a Post-Apartheid South Africa: Unheard Voices of Black Gay Men and Lesbians. Cultural Diversity and Ethnic Minority Psychology, 10(3), 302-316.
  • Grossman, A. H. & D Augelli, A. R. (2004). The Socialization of Lesbian, Gay and Bisexual Youth: Celebrity and Personally Known Role Models. LSA Publication, 83, 203-226.
  • Gullette, D. L. & Turner, J. G. (2004). Stages of Change and Condom Use Among an Internet Sample of Gay and Bisexual Men. JANAC, 15(2), 27-37.
  • Guth, L.J., Lopez, D.F., Rojas, J., Clements, K.D. and Tyler, J. M. (2004). Experiential versus rational training: A comparison of student attitudes toward homosexuality, Journal of Homosexuality, 48 (2), 83-102.
  • Guthrie, S. (2004). A Survey of Gay and Lesbian Health Issues. Public Administration and Public Policy, 106, 187-196.
  • Halkitis, P. N., Wilton, L., Parsons, J. T. & Hoff, C. (2004). Correlates of sexual risk-taking behaviour among HIV seropositive gay men in concordant primary partner relationships. Psychology Health and Medicine, 9(1), 99-114.
  • Halstead, J. M. (2005). Islan, homophobia and education.  Journal of Moral Education, 34 (1), 37-42.
  • Harding, R., Bensley, J., Corrigan, N., Franks, L., Stratman, J., Waller, Z. & Warner, J. (2004). Outcomes and lessons from a pilot RCT of a community-based HIV prevention multi-session group intervention for gay men. AIDS Care, 16(5), 581-585.
  • Harper, G. W., Jernewall, N. & Zea, M. C. (2004). Giving Voice to Emerging Science and Theory for Lesbian, Gay, and Bisexual People of Color. Cultural Diversity and Ethnic Minority Psychology, 10(3), 187-199.
  • Hart, K. P. (2004). We're Here, We're Queer-and We're Better Than You: The Representational Superiority of Gay Men to Heterosexuals on Queer Eye for the Straight Guy. Journal of Men’s Studies, 12(3), 241-254.

  • Hayden, C. (2007). Kinship theory, property, and the politics of inclusion: From lesbian families to bioprospecting in a few short steps. Signs, 32(2), 337-345.

  • Haubrich, D. J., Myers, T., Calzavara, L., Ryder, K. & Medved, W. (2004). Gay and bisexual men's experiences of bathhouse culture and sex: `looking for love in all the wrong places'. Culture Health and Sexuality, 6(1), 19-30.
  • Healey, D. (2004). (Homo)sex in the City Only? Finding Continuity and Change in the Gay Past. Gender and History, 16(1), 198-204.
  • Henderson, S. D., & Hodges, S. H. (2007). Music, song, and the creation of community and community spirit by A gay subculture. Sociological Spectrum, 27(1), 57-80.
  • Herek, G M (2002). Heterosexuals’ attitudes toward bisexual men and women in the United States. Journal of Sex Research, 39 (4), 264-274.
  • Herek, G M & Gonzalez-Rivers, M (2006).   Attitudes toward homosexuality among US residents of Mexican descent.  Journal of Sex Research, 43 (2), 122-135.
  • Helminiak, D. A. (2004). The Ethics of Sex A Call to the Gay Community. Pastoral Psychology, 52(3), 259-267.
  • Hermann, MA. &  Herlihy, BR. (2006). Legal and ethical implications of refusing to counsel homosexual clients. Journal of Counseling and Development, 84 (4), 414-418.
  • Herring, S. (2006). Catherian friendship; or, how not to do the history of homosexuality. Modern Fiction Studies, 52 (1), 66-91.
  • Hidaka, Y. &  Operario, D. (2006). Attempted suicide, psychological health and exposure to harassment among Japanese homosexual, bisexual or other men questioning their sexual orientation recruited via the internet. Journal of Epidemiology and Community Health, 60 (11), 962-967.
  • Hill, H. &  Watson, J. (2006). In Christ there is no gay or straight?: Homosexuality in the Episcopal Church. Anglican and Episcopal History, 75 (1), 37-68.
  • Holt, M. (2004). `Marriage-like' or Married? Lesbian and Gay Marriage, Partnership and Migration. Feminism and Psychology, 14(1), 30-35.
  • Holtby, M. E. (2004). Three Decades in the Gay Community as a Straight Therapist. Journal of Gay and Lesbian Social Services, 16(2), 113-124.
  • Hong, S.S. (1984). Australian attitudes towards homosexuality: A comparison with college students. The Journal of Psychology, 117, 89-95.
  • Horn, SS. (2006). Heterosexual adolescents' and young adults' beliefs and attitudes about homosexuality and gay and lesbian peers. Cognitive Development, 21 (4), 420-440.
  • Horn, S. S. (2007). Adolescents' acceptance of same-sex peers based on sexual orientation and gender expression. Journal of Youth and Adolescence, 36(3), 363-371.
  • Humphrey, D. (2007). One summer of heterosexuality: Lost and found lesbianism in a forgotten swedish film. GLQ, 13(1), 33-61.
  • Hylton, M E (2005). Heteronormativity and the experiences of lesbian and bisexual women as social work students. Journal of Social Work Education, 41 (1): 67-82.
  • Hymowitz, K. S. (2004). Gay Marriage vs. American Marriage. City Journal, 14(3), 16-25
  • Illingworth, P. & Murphy, T. (2004). In Our Best Interest: Meeting Moral Duties to Lesbian, Gay, and Bisexual Adolescent Students. Journal of Social Philosophy, 35(2), 198-210.
  • Israel, T. & Hackett, G. (2004). Counselor Education on Lesbian, Gay, and Bisexual Issues: Comparing Information and Attitude Exploration. Counsellor Education and Supervision, 43(3), 179-191.
  • Israel, T. and Mohr, J J (2004). Attitudes toward bisexual women and men: Current research. Journal of Bisexuality, 4 (1/2), 119-134.
  • James, W. H. (2004). The sexual orientation of men who were brought up in gay or lesbian households. Journal of Biosocial Science, 36(3), 371-374.
  • James, W. H. (2006). Two hypotheses on the causes of male homosexuality and paedophilia . Journal of Biosocial Science, 38 (6), 745-762.
  • Janssen, M., de Wit, J., Hospers, H., Stroebe, W. & Kok, G. (2004). Tailoring safer sex messages to lower-educated young gay men: the impact on cognitions and intention. Psychology Health and Medicine, 9(1), 115-132.
  • Jellison, W. A., McConnell, A. R. & Gabriel, S. (2004). Implicit and Explicit Measures of Sexual Orientation Attitudes: Ingroup Preferences and Related Behaviors and Beliefs Among Gay and Straight Men. Personality and Social Psychology Bulletin, 30(5), 629-642.
  • Johnston, L. B. & Jenkins, D. (2004). A Gay and Lesbian Congregation Seeks Social Justice for Other Marginalized Communities. Journal of Gay and Lesbian Social Services, 16(3/4), 193-206.
  • Joslin, C. (2004). Protection for Lesbian, Gay, Bisexual, and Transgender Employees Under Title VII of the 1964 Civil Rights Act. Human Rights, 31(3), 14-15.
  • Kneibert, FD. (2006). Homosexuality Is Bad? But Where's That in the Lectionary? New Oxford Review, 73 (6), 36-39. 
  • Kenyon, G., Chong, KA., Enkoff-Sage, M., Hill, C., Mays, C. & Rochell, L. (2003). Public adoption by gay and lebian parents in North Carolina: Policy and Practice. Families and Society, 84 (4),571-575.
  • Kertzner, R. M. (2004). Psychotherapy with Lesbian and Gay Clients from an Adult Life Course Perspective. Journal of Gay and Lesbian Social Services, 16(2), 105-112.
  • King, J. R. (2004). The (Im)possibility of Gay Teachers for Young Children. Theory Into Practice, 43(2), 122-127.
  • King, L. A. & Smith, N. G. (2004). Gay and Straight Possible Selves: Goals, Identity, Subjective Well-Being, and Personality Development. Journal of Personality, 72(5), 967-994.
  • Knussen, C., Flowers, P. & Church, S. (2004). The intentions of gay men in taking an HIV test. Culture Health and Sexuality, 6(1), 45-60.
  • Kurdek, L. A. (2007). The allocation of household labor by partners in gay and lesbian couples. Journal of Family Issues, 28(1), 132-148.

  • Landolt, M. A., Bartholomew, K., Saffrey, C., Oram, D. & Perlman, D. (2004). Gender Nonconformity, Childhood Rejection, and Adult Attachment A Study of Gay Men. Archives of Sexual Behaviour, 33(2), 117-128.

  • LaSala, M. C. (2007). Parental influence, gay youths, and safer sex. Health & social work, 32(1), 49-55.

  • LaSala, M. C. (2007). Too many eggs in the wrong basket: A queer critique of the same-sex marriage movement. Social work, 52(2), 181-183.

  • Lee, RG. (2006). The truth about the homosexual rights movement. New Oxford Review, 73 (2), 27-37. 

  • Lemelle, A. J. & Battle, J. (2004). Black Masculinity Matters in Attitudes Toward Gay Males. Journal of Homosexuality, 47(1), 39-52.

  • Leonard, A. S. (2004). LAWRENCE v. TEXAS AND THE NEW LAW OF GAY RIGHTS. Ohio Northern University Law Review, 30(2), 189-210.

  • Levesque, MJ. &  Vichesky, DR. (2006). Raising the bar on the body beautiful: An analysis of the body image concerns of homosexual men. Body Image, 3 (1), 45-55.

  • Lewis, G. B. (2003). Black-white difference in attitudes toward homosexuality and gay rights.  Public Opinion Quarterly, 67, 59-78.

  • Liddle, B. J., Luzzo, D. A., Hauenstein, A. L. & Schuck, K. (2004). Construction and Validation of the Lesbian, Gay, Bisexual, and Transgendered Climate Inventory. Journal of Career Assessment, 12(1), 33-50.

  • Lim, H. S. and Johnson, M.M. (2001). Korean social work students’ attitudes toward homosexuals,  Journal of Social Work Education, 37 (2), 545-554.

  • Linville, D. (2004). Beyond Picket Fences: What Gay/Queer/LGBTQ Teens Want from the Library. Voya, 27(3), 183-186.

  • Loftus, J. (2001). America’s liberalization in attitudes toward homosexuality, 1973 to 1998. American Sociological Review 66 (5), 762-782.

  • Loftin, C. M. (2007). Unacceptable mannerisms: Gender anxieties, homosexual activism, and swish in the united states, 1945-1965. Journal of Social History, 40(3), 577-08

  • Lopez-Vicuna, I. (2004). Approaches to Sexuality in Latin America: Recent Scholarship on Gay and Lesbian Studies. Latin American Research Review, 39(1), 238-253.

  • Lyons, WJ. (2006). Theology and Sexuality, 12 (2), 181-202.

  • Macgillivray, I. K. (2004). Gay rights and school policy: a case study in community factors that facilitate or impede educational change. International Journal of Qualitative Studies in Education, 17(3), 347-370.

  • Malley, M. & Tasker, F. (2004). Significant and other: systemic family therapists on lesbians and gay men. Journal of Family Therapy, 26(2), 193-212.

  • Mallinson, R. K. (2004). Perceptions of HIV/AIDS by Deaf Gay Men. JANAC, 15(4), 27-36.

  • Mallon, G. P. (2007). Assessing lesbian and gay prospective foster and adoptive families: A focus on the home study process. Child welfare, 86(2), 67-86.

  • Mann, B. (2007). The lesbian june cleaver: Heterosexism and lesbian mothering. Hypatia, 22(1), 149-165.

  • Mao, L., Van de Ven, P. & McCormick, J. (2004). Individualism-Collectivism, Self-Efficacy, and Other Factors Associated With Risk Taking among Gay Asian and Caucasian Men. AIDS Education and Prevention, 16(1), 55-67.

  • Marler, R. (2004). The Gay, the Bi, and the Other The Beat poets-Ginsberg, Burroughs, and Kerouac-did it all. Gay and Lesbian Review, 11(4), 24-27.

  • Maynard, S. (2004). "Without Working?" Capitalism, Urban Culture, and Gay History. Journal of Urban History, 30(3), 378-398.

  • Medd, J. (2007). "Patterns of the possible": National imaginings and queer historical (meta)fictions in jamie O'neill's at swim, two boys. GLQ, 13(1), 1-31.

  • Messinger, L. (2004). Out in the Field: Gay and Lesbian Social Work Students' Experiences in Field Placement. Journal of Social Work Education, 40(2), 187-204.

  • Messinger, L. (2002). Policy and practice: A holistic approach to addressing homophia and heterosexism among social work students. Journal of Lesbian Studies, 6 (3/4): 121-132.

  • McCready, L. T. (2004). Understanding the Marginalization of Gay and Gender Non-Conforming Black Male Students. Theory Into Practice, 43(2), 136-143.

  • Miller, R. L.,Jr. (2007). Legacy denied: African american gay men, AIDS, and the black church. Social work, 52(1), 51-61.

  • Mira, A. (2004). After Wilde: Camp Discourse in Hoyos and Retana, or the Dawn of Spanish Gay Culture. Journal of Spanish Cultural Studies, 5(1), 25-40.

  • More, F. G., Whitehead, A. W. & Gonthier, M. (2004). Strategies for Student Services for Lesbian, Gay, Bisexual, and Transgender Students in Dental Schools. Journal of Dental Education, 68(6), 623-632.

  • Morrison, M. A., Morrison, T. G. & Sager, C. L. (2004). Does body satisfaction differ between gay men and lesbian women and heterosexual men and women? Body Image, 1(2), 127-138.

  • Morrow, D. F. (2004). Social Work Practice With Gay, Lesbian, Bisexual, and Transgender Adolescents. Families in Society, 85(1), 91-100.

  • Mucciaroni, G. & Killian, M. L. (2004). Immutability, Science and Legislative Debate over Gay, Lesbian and Bisexual Rights. Journal of Homosexuality, 47(1), 53-78.

  • Murray, S. O. (2004). Humphreys vs. Sagarin in the Study of Gay Social Movements. International Journal of Sociology and Social Policy, 24(3/5), 128-145.

  • Myers, MG. (2006). Polygamist eye for the monogamist guy: homosexual sodomy... gay marriage... is polygamy next? Houston Law Review, 42 (5), 1451-1486.

  • Nicholas, C. L. (2004). Gaydar: Eye-Gaze as Identity Recognition among Gay Men and Lesbians. Sexuality and Culture, 8(1), 60-86.

  • O’Donnell, D. (2006). Homosexuality and priesthood: Reflections on a Vatican document. Doctrine and Life, 56 (1), 22-28.

  • Offer, C., Grinstead, O., Goldstein, E., Mamary, E., & Et al. (2007). Responsibility for hiv prevention: Patterns of attribution among hiv-seropositive gay and bisexual men. AIDS Education and Prevention, 19(1), 24-35.

  • Ohlander, J. Batalova, J. and Treas, J. (2005). Explaining educational influences on attitudes toward homosexual relations.  Social Science Research, 34, 781-799.

  • Oswin, N. (2007). The end of queer (as we knew it): Globalization and the making of a gay-friendly south africa. Gender, Place and Culture, 14(1), 93-110.

  • Oswin, N. (2007). Producing homonormativity in neoliberal south africa: Recognition, redistribution, and the equality project. Signs, 32(3), 649-669.

  • Pace, N. J. (2004). Gay, Rural, and Coming Out: A Case Study of One School's Experience. Rural Educator, 25(3), 14-18.

  • Parsons, J. T., Vicioso, K., Kutnick, A., Punzalan, J. C., Halkitis, P. N. & Velasquez, M. M. (2004). Alcohol use and stigmatized sexual practices of HIV seropositive gay and bisexual men. Addictive Behaviors, 29(5), 1045-1051.

  • Pierce, C. (2007). Anti-homosexual and gay: Rereading sartre. Hypatia, 22(1), 10-23.

  • Pollack, D. (2007). Sexual orientation and religion from the perspective of the code of ethics. Social work, 52(2), 179-180.

  • Porter, M., Russell, C. & Sullivan, G. (2004). Gay, Old, and Poor: Service Delivery to Aging Gay Men in Inner City Sydney, Australia. Journal of Gay and Lesbian Social Services, 16(2), 43-58.
  • Popke, M. (2004). How should administrators meet the needs of gay and lesbian student-athletes? Athletic Business, 28(4), 34-41.
  • Preston, D. B., D'Augelli, A. R., Kassab, C. D., & Starks, M. T. (2007). The relationship of stigma to the sexual risk behavior of rural men who have sex with men. AIDS Education and Prevention, 19(3), 218-230.
  • Quam, J. K. (2004). Issues in Gay, Lesbian, Bisexual, and Transgender Aging. Public Administration and Public Policy, 106, 137-156.

  • Ragins, B. R (2004). Sexual Orientation in the Workplace: The Unique Work and Career Experiences of Gay, Lesbian and Bisexual Workers. Research in Personnel and Human Resources Management, 23, 35-120. 

  • Raiz, L., & Saltzburg, S. (2007). Developing awareness of the subtleties of heterosexism and homophobia among undergraduate, heterosexual social work majors. The Journal of Baccalaureate Social Work, 12(2), 53-69.  

  • Relf, M. V., Huang, B., Campbell, J. & Catania, J. (2004). Gay Identity, Interpersonal Violence, and HIV Risk Behaviors: An Empirical Test of Theoretical Relationships Among a Probability-Based Sample of Urban Men Who Have Sex With Men. JANAC, 15(2), 14-26.

  • Riggs, D. W. (2007). Reassessing the foster-care system: Examining the impact of heterosexism on lesbian and gay applicants. Hypatia, 22(1), 132-148.

  • Rondahl, G., Innala, S. & Carlsson, M. (2004). Nurses' attitudes towards lesbians and gay men. Journal of Advanced Nursing, 47(4), 386-392.
  • Rosario, M., Schrimshaw, E. W. & Hunter, J. (2004). Ethnic/Racial Differences in the Coming-Out Process of Lesbian, Gay, and Bisexual Youths: A Comparison of Sexual Identity Development Over Time. Cultural Diversity and Ethnic Minority Psychology, 10(3), 215-228.
  •   Robson, R. (2007). A mere switch or a fundamental change? theorizing transgender marriage. Hypatia, 22(1), 58-70.
  • Ross, M. W., Henry, D., Freeman, A., Caughy, M. & Dawson Jr., A. G. (2004). Environmental Influences on Safer Sex in Young Gay Men A Situational Presentation Approach to Measuring Influences on Sexual Health. Archives of Sexual Behaviour, 33(3), 249-257.
  • Ryan, S. D., Pearlmutter, S. & Groza, V. (2004). Coming Out of the Closet: Opening Agencies to Gay and Lesbian Adoptive Parents. Social Work, 49(1), 85-96.
  • Rycenga, J., Tolbert, M. A., Cabezon, J., Lopez, A. & Farajaje , I. (2004). Roundtable Discussion: What is the future of lesbian, gay, bisexual, transgender, and queer studies in religion? Culture and Religion, 5(2), 267-282.
  • Saewyc, E. M., Pettingell, S. L. & Skay, C. L. (2004). Hazards of stigma: the sexual and physical abuse of gay, lesbian, and bisexual adolescents in the U.S. and Canada. Journal of Adolescent Health, 34(2), 115-116.
  • Saltzburg, S. (2004). Learning That an Adolescent Child Is Gay or Lesbian: The Parent Experience. Social Work, 49(1), 109-120.
  • Satz, D. (2007). Remaking families: A review essay. Signs, 32(2), 523-538.
  • Schope, R. D. (2004). Practitioners Need to Ask: Culturally Competent Practice Requires Knowing Where the Gay Male Client is in the Coming Out Process. Smith College Studies in Social Work, 74(2), 257-270.
  • Schreiner, TR. (2006). A New Testament Perspective on Homosexuality. Themelios, 31 (3), 62-75.
  • Schumm, W. R. (2004). Differential Risk Theory as a Subset of Social Exchange Theory: Implications For Making Gay Marriage Culturally Normative and For Understanding Stigma Against Homosexuals. Psychological Reports, 94(1), 208-210.
  • Sharpe, A. N. (2007). Endless sex: The gender recognition act 2004 and the persistence of A legal category. Feminist Legal Studies, 15(1), 57-84.
  • Shell, S. (2004). The Liberal Case Against Gay Marriage. Public Interest, 156, 3-16.
  • Sherr, L., Bolding, G. & Elford, J. (2004). Recruiting London gay men into an HIV vaccine trial: is it feasible? AIDS Care, 16(5), 565-571.
  • Sibalis, M. (2004). Urban Space and Homosexuality: The Example of the Marais, Paris' `Gay Ghetto'. Urban Studies, 41(9), 1739-1758.
  • Skidmore, P. (2004). A Legal Perspective on Sexuality and Organization: A Lesbian and Gay Case Study. Gender Work and Organization, 11(3), 229-253.
  • Slavin, S. (2004). Drugs, Space, and Sociality in a Gay Nightclub in Sydney. Journal of Contemporary Ethnography, 33(3), 265-295.
  • Smiley, K. A.(2004). A Structured Group for Gay Men Newly Diagnosed with HIV/AIDS. Journal of Specialists in Group Work, 29(2), 207-224.
  • Smith, N. G. & Ingram, K. M. (2004). Workplace Heterosexism and Adjustment Among Lesbian, Gay, and Bisexual Individuals: The Role of Unsupportive Social Interactions. Journal of Counseling Psychology, 51(1), 57-67.
  • Smith, R. & Garner, B. (1977). Are There Really Any Gay Athletics? The Journal of Sex Research, 13 (1), 22-34.
  • Solis, S. (2007). Snow white and the seven "dwarfs" -- queercripped. Hypatia, 22(1), 114-131.
  • Solomon, S. E., Rothblum, E. D.& Balsam, K. F. (2004). Pioneers in Partnership: Lesbian and Gay Male Couples in Civil Unions Compared With Those Not in Civil Unions and Married Heterosexual Siblings. Journal of Family Psychology, 18(2), 275-286.
  • Steffens, M. C. & Wagner, C. (2004). Attitudes Toward Lesbians, Gay Men, Bisexual Women, and Bisexual Men in Germany. Journal of Sex Research, 41(2), 137-149.
  • Stevens, R. A. (2004). Understanding Gay Identity Development Within the College Environment. Journal of College Student Development, 45(2), 185-206.
  • Thompson, S. J. & Johnston, L. (2004). Risk Factors of Gay, Lesbian, and Bisexual Adolescents: Review of Empirical Literature and Practice Implications. Journal of Human Behavior in the Social Environment, 8(2/3), 111-128.
  • Tucker, E.W. &  Potocky-Tripodi, M. (2006). Changing heterosexuals' attitudes toward homosexuals: A systematic review of the empirical literature. Research on Social Work Practice, 16 (2), 176-190.
  • Van Ness, G. (2004). The Inevitability of Gay Marriage. New England Law Review, 38(3), 563-568.
  • Veldheer, K. (2004). Gay, Lesbian, Bisexual and Transgender People with Developmental Disabilities and Mental Retardation. Education Libraries, 26(2), 39.
  • Walther, C. S. & Poston, D. L. (2004). Patterns of Gay and Lesbian Partnering in the Larger Metropolitan Areas of the United States. Journal of Sex Research, 41(2), 201-214.
  • Warner, R., Hornsey, M. J., & Jetten, J. (2007). Why minority group members resent impostors. European Journal of Social Psychology, 37(1), 1-17.
  • Wayment, H. A. & Kemeny, M. E. (2004). Predictors of Grief and Depressed Mood among Gay Men Following an AIDS-Related Loss. Journal of Loss and Trauma, 9(3), 217-246.
  • Weber, M. (2004). Should Gay Fiction Be Reader-Friendly? Michigan Quarterly Review, 43(3), 477-480.
  • Weiler, E. M. (2004). Legally and Morally, What Gay Students Must Be Given. Education Digest, 69(5), 38-43.
  • Welle, B. & Button, S. B. (2004). Workplace Experiences of Lesbian and Gay Employees: A Review of Current Research. International Review of Industrial and Organizational Psychology, 19, 139-170.
  • White, D. & White, O. K. (2004). Queer Christian Confessions: Spiritual Autobiographies of Gay Christians. Culture and Religion, 5(2), 203-218.
  • Whyte, C. (2004). Queer Readings, Gay Texts: From Redgauntlet to The Prime of Miss Jean Brodie. Cross Cultures, 71, 159-176.
  • Williams, J. K., Wyatt, G. E., Resell, J., Peterson, J. & Asuan-O Brien, A. (2004). Psychosocial Issues Among Gay- and Non-Gay-Identifying HIV-Seropositive African American and Latino MSM. Cultural Diversity and Ethnic Minority Psychology, 10(3), 268-286.
  • Willis, D. G. (2004). Hate Crimes Against Gay Males: An Overview. Issues in Mental Health Nursing, 25(2), 115-132.
  • Winter, M. (2004). ReConceptualizing the Gay Teen. Human Ecology, 32(1), 14-16.
  • Williams, M. L. & Robinson, A. L. (2004). Problems and Prospects with Policing the Lesbian, Gay and Bisexual Community in Wales. Policing and Society, 14(3), 213-232.
  • Whitaker, B. (2006). SEX CRIMES homosexuality in the Arab world. New Humanist, 121 (3), 8-11.
  • Wood, P. B. & Bartkowski, J. P. (2004). Attribution Style and Public Policy Attitudes Toward Gay Rights. Social Science Quarterly, 85(1), 58-74.
  • Yarbrough, D. G. (2004). Gay Adolescents in Rural Areas: Experiences and Coping Strategies. Journal of Human Behavior in the Social Environment, 8(2/3), 129-144.
  • Yip, A. K. T. (2004). Same-sex Marriage: Contrasting Perspectives among Lesbian, Gay and Bisexual Christians. Feminism and Psychology, 14(1), 173-180.

  • Yoshikawa, H., Wilson, P. A.-D., Chae, D. H. & Cheng, J.-F. (2004). Do Family and Friendship Networks Protect Against the Influence of Discrimination on Mental Health and HIV Risk Among Asian and Pacific Islander Gay Men? AIDS Education and Prevention, 16(1), 84-100.

Cell Phone Policy: Students are not permitted to conduct phone conversations during class time.  Students are not permitted to have cell ring during class time.   Students who use /conduct a phone conversation or allow their phones to ring during class time will be drop 10 points on the next quiz or 5 points for their final exam.

Attendance Policy

To aid students in making the transition from student to professional, absences will not be tolerated. An excused absence means the student is permitted to make up work; and unexcused absence means that a student may not make up the work. All absences (excused and unexcused) are penalized. In addition, if a student is ill on a test day, he/she must report before the test by calling the instructor. Failure to do so will result in a zero credit for that test. Make up exams are scheduled at 10 AM on the first available Wednesday following the exams.  Attendance counts as a percentage of the overall grade. Students who miss 6 or more hours of class will be given a W or an F for the course.
Grading Components Scale:    60% Quizzes and Final Exams (on Blackboard) ; Article report & paper 30%; Attendance 10%;
The grading scale is outlined below and is in the Student Social Work Handbook: 

A 92-100
B 82-86
C 72-76
D 62-66
A- 90-91
B- 80-81
C- 70-71
D- 60-61
B+ 87-89
C+ 77-79
D+ 67-69
F 0-59
Giving and Taking Help
The practice of social work includes two important concepts: "process" and "outcome." Outcome is the degree of success in achieving a goal. Process includes the hard work and self-discipline a social worker employs in achieving a goal. The social work faculty feels that the "process" is as significant as the "outcome." When one student assists another by sharing projects, term papers, book reports, reactions papers and other assignments, the benefits of the "process" are usurped. The student who recycles the assignment is denied the opportunity to enhance his/her self-discipline and work habits. Simply stated, Don’t share your work with other students. The social work faculty considers such behavior as cheating, a violation of the NASW Code of Ethics and a violation of the Student Honor Code.

Plagiarism
The Social Work Program does not permit plagiarism   All students enrolled in SWK courses are required to use the APA citation style, anyone caught plagiarizing automatically receive an F.  You will loose points on assignments if you do not use APA citation style. APA manuals can be purchased in the bookstore. There is a copy on closed reserve in the library. Also refer to the Library resource for APA . You may also get help from University Writing Center hours during the spring semester are from 9 a.m. to 5 p.m. Monday through Thursday and 9 a.m. to 12 p.m. on Friday. For an appointment, stop by the Writing Center, Dial 131, call 910.521.6168, or email writing@uncp.edu.
Students with Disabilities
Any student with a documented disability needing academic adjustments is requested to speak directly to Disability Support Services and the instructor, as early in the semester (preferably within the first week) as possible. All discussions will remain confidential. Please contact Disability Support Services, DF Lowry Building, 910-521-6695.
Child Welfare Waiver Students: There is no Child Welfare assignment for this course
Portfolio Assignment: There is no portfolio assignment for this course.
Blackboard Usage:
Although SWK 389 is not designated as a Blackboard course, Blackboard is used under two circumstances.   First, if the course is cancelled or the professor is unable to attend class and cannot find a replacement, lectures and assignments will be posted on Blackboard.  Second, depending on the nature of the course, some quizzes will be posted on Blackboard.   Under most circumstances, students will be given a three day window of opportunity to compete the quiz.  If a student is kicked off Blackboard during a quiz, he/she is required to immediately email (steve.marson@uncp.edu or smarson@nc.rr.com) or call the instructor (521-6475). All students are required to completed the Blackboard Orientation.
Bibliography: Click here