Data Visualization and Advocacy for Sexual and Gender Minority Health

Abstract

Data visualizations can be a powerful way to educate and advocate for diversity, equity and inclusion (DEI). Teaching data visualization concepts and data literacy skills around a specific topic can be particularly impactful. This paper presents an approach to data visualization and advocacy centered around the issue of sexual and gender minority health. Not only are we witnessing continuous attacks on LGBTQIA + rights in the United States, in the healthcare setting, the needs of LGBTQIA + patients are often not met due to the insufficient training of healthcare providers. There is a need to better understand the health challenges and barriers that sexual gender minority patients face, and to advocate for these patients both inside and outside of the healthcare setting. This paper explains some of these health challenges and barriers and offers a pedagogical approach for DEI advocacy that is based in critical map and data librarianship, and social justice advocacy. The article presents a lesson plan that combines data literacy and data visualization concepts with community needs assessments—such as walking and windshield surveys – thereby proposing a way for educators to advocate for marginalized people.

Keywords:

• Sexual and Gender Minority Health
• LGBTQIA+
• advocacy
• social justice
• lesson plan
• spatial literacy
• diversity equity and inclusion (DEI)

Notes

1 Jones (2021).

2 It should be added that “[i]ndividuals with same-sex or -gender attractions or behaviors and those with a difference in sex development are also included. However, SGM populations also encompass those who do not self-identify with one of these terms but whose sexual orientation, gender identity or expression, or reproductive development is characterized by nonbinary constructs of sexual orientation, gender, and/or sex and is outside the scope of cisgender heterosexuality” (Streed et al. 2021, 823).

3 For a list of legislation affecting LGBTQ rights across the USA, go to https://www.aclu.org/legislation-affecting-lgbtq-rights-across-country-2021

4 It should be noted that even though SGM education is inadequate as a whole, students’ “knowledge of transgender and intersex health [is even] lesser than that of LGB health” (Cohen 2019). “The topics most frequently addressed include sexual orientation, safe sex, and gender identity, whereas transgender-specific issues, including gender transitioning, were most often ignored. And some medical students receive no LGBT education at all” (Cohen 2019).

5 This is a recent example from the CNN that illustrates this: https://www.cnn.com/2021/04/15/politics/anti-transgender-legislation-2021/index.html and another one from the PBS Newshour: https://www.pbs.org/newshour/politics/new-poll-shows-americans-overwhelmingly-oppose-anti-transgender-laws

6 Accessible here: https://williamsinstitute.law.ucla.edu/quick-facts/us-state-data/

7 To view, please go to https://www.theguardian.com/world/interactive/2012/may/08/gay-rights-united-states

8 To view, please go to: https://www.theguardian.com/world/datablog/2021/jun/27/pride-anti-lgbtq-companies-donations-politicians

9 https://bannedbooksweek.org/drag-queen-story-hour-a-great-way-to-celebrate-banned-books-week/