HOMOSEXUALITY AND NORMALITY: BASIC KNOWLEDGE AND PRACTICAL CONSIDERATIONS FOR SCHOOL CONSULTATION

Abstract

In the United States, controversy persists regarding what it means for heterosexuality to be the norm, or more pointedly, what it means for those not strictly heterosexual to be outside the norm. It is important that consultants in schools be aware of the current state of research bearing on homosexuality. Consultation provides a viable approach to assist educators with the questions that students, parents, teachers, and administrators themselves may be asking: What is homosexuality? Is heterosexuality the only natural sexual orientation? Can lesbian, gay, and bisexual people be psychologically healthy? Are the children of lesbian and gay parents “at risk”? Can one become ungay? What about a gay or lesbian teacher? This article explores these questions with particular attention to how consultation may be used to promote educational practices that foster positive school environments for all students.

The authors of this article reported no financial conflicts of interest that would influence or bias the research presented in this manuscript.

Note: This manuscript was received during editorship of Emilia Lopez. Associate Editor Mary Clare served as the action editor.

Notes

¹ A fourth category, transgendered persons, is often included in discussions of lesbian, gay, and bisexual (LGB) youth. We do not include this category of youth in our discussion because changes in gender identification and gender representation are separate from affectional orientation and would complicate the issues discussed.

Additional information

Notes on contributors

Stephen A. Sherblom

Stephen A. Sherblom, PhD, is an associate professor at the University of Missouri, St. Louis. Dr. Sherblom received his doctorate in Human Development and Psychology from Harvard University. His scholarship explores what develops in moral development and how, with special emphasis on integrating care and justice, recognizing the impact of gender socialization on moral epistemology, and the substantial influence of ideology on moral knowing.

Michael W. Bahr

Michael W. Bahr, PhD, is an associate professor in the School Psychology Program at the University of Missouri, St. Louis. A graduate of Indiana University, Dr. Bahr's primary profession interests include school-based intervention teams, classroom intervention practices, and multicultural consultation.