Supporting Intersex People: Effective Academic and Career Counseling

Abstract

This phenomenological study explored the academic and career experiences of 10 intersex people. Researchers conducted the study to share knowledge with counselors and other helping professionals about the importance of validating intersex personhood during the school-age years and in work settings. Five findings were uncovered: (a) coping as intersex, (b) range of feelings, (c) gender identity development, (d) bullying at school and work, and (e) body problems. This article reports on specific needs and recommendations of this self-identified sample and includes implications for education and counseling practice, along with limitations and recommendations for future research.

KEYWORDS:

• Career
• counselor
• education
• gender
• intersex
• qualitative research
• school

Acknowledgement

Research reported in this article is part of a Faculty Development Grant supported by Mercy College under institutional review board protocol number 17-74. The study investigators are Jack Simons, PhD (PI), Jose-Michael Gonzalez (Co-Investigator), and Melissa Ramdas (Co-Investigator). The authors thank the participants and recognize Rachael Whitaker, PhD, at the University of Houston and Mercy College students Melissa Williams and Jorge Figuereo for coding data.