http://orcid.org/0000-0002-7991-7764
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ABSTRACT
Discrimination toward lesbian, gay, bisexual, transgender, and queer (LGBTQ) social work students can negatively affect academic performance and personal and professional identity development. Intersectionality is a conceptual approach that states that social identities interact to form different meanings and experiences from those that could be explained by a single identity. This study explored how the educational experiences of LGBTQ social work students in the United States and Canada influenced their professional and personal identities. Using an intersectional analysis, three major themes emerged: the need for social work programs to better promote LGBTQ identity and emerging social work professional identity integration, a lack of LGBTQ content in the curriculum, and unsupportive LGBTQ school climates. Implications for social work education are considered.
Funding
The incentives for this study were generously supported by the CSWE’s Council on Sexual Orientation and Gender Identity and Expression.. Study analysis was supported through funding from the Royal Bank of Canada to doctoral student Lauren McInroy.
Additional information
Funding
Notes on contributors
Shelley L. Craig
Shelley L. Craig is Associate Professor and Gio Iacono is a doctoral student at the University of Toronto.
Gio Iacono
Shelley L. Craig is Associate Professor and Gio Iacono is a doctoral student at the University of Toronto.
Megan S. Paceley
Megan S. Paceley is Assistant Professor at the University of Kansas.
Michael P. Dentato
Michael P. Dentato is Assistant Professor at Loyola University Chicago.
Kerrie E. H. Boyle
Kerrie E. H. Boyle is a master of social work student at the University of Toronto.
