2,471
Views
22
CrossRef citations to date
0
Altmetric

References

  • Adams, K., Hean, S., Sturgis, P., & Macleod Clark, J. M. (2006). Investigating the factors influencing professional identity of first-year health and social care students. Learning in Health and Social Care, 5, 55–68. doi:10.1111/lhs.2006.5.issue-2
  • Almeida, J., Johnson, R. M., Corliss, H. L., Molnar, B. E., & Azrael, D. (2009). Emotional distress among LGBT youth: The influence of perceived discrimination based on sexual orientation. Journal of Youth and Adolescence, 38, 1001–1014.
  • Asquith, S., Clark, C., & Waterhouse, L. (2005). The role of the social worker in the 21st Century: A literature review. Edinburgh, UK: Scottish Executive Department. Retrieved from http://www.gov.scot/Resource/Doc/47121/0020821.pdf)
  • Atkinson, D. R., Casas, A., & Neville, H. (1994). Ethnic minority psychologists: Whom they mentor and benefits they derive from the process. Journal of Multicultural Counseling & Development, 22, 37–48.
  • Benner, P., Sutphen, M., Leonard, V., & Day, L. (2009). Educating nurses: A call for radical transformation. (Vol. 15). New York, NY: John Wiley & Sons.
  • Black, B., Oles, T. P., Cramer, E. P., & Bennett, C. K. (1999). Attitudes and behaviors of social work students toward lesbian and gay male clients: Can panel presentations make a difference? Journal of Gay & Lesbian Social Services, 9(4), 47–68.
  • Bogo, M. (2010). Achieving competence in social work through field education. Toronto, Canada: University of Toronto Press.
  • Bowleg, L. (2008). When Black + lesbian + woman ≠ Black lesbian woman: The methodological challenges of qualitative and quantitative intersectionality research. Sex Roles, 59, 312–325.
  • Bowleg, L. (2012). The problem with the phrase women and minorities: Intersectionality—an important theoretical framework for public health. American Journal of Public Health, 102, 1267–1273.
  • Bruce, M. A. (1995). Mentoring women doctoral students: What counselor educators and supervisors can do. Counselor Education and Supervision, 35, 139–149.
  • Charmaz, K. (2014). Constructing grounded theory. Thousand Oaks, CA: Sage.
  • Clarke, C. A., Brown, A. D., & Hailey, V. (2009). Working identities? Antagonistic discursive resources and managerial identity. Human Relations, 62, 323–352.
  • Collins, P. (1993). The interpersonal vicissitudes of mentorship: An exploratory study of the field supervisor-student relationship. The Clinical Supervisor, 11, 121–135.
  • Council on Social Work Education. (2011). 2011 Statistics on social work education. Retrieved from http://www.cswe.org/CMSPages/GetFile.aspx?guid=42983f18-d35d-4700-97fd-2e2ee07dd391
  • Council on Social Work Education. (2015). Educational policy and accreditation standards. Retrieved from http://www.cswe.org/File.aspx?id=81660
  • Craig, S. L., Dentato, M. P., Messinger, L., & McInroy, L. B. (2016). Educational determinants of readiness to practise with LGBTQ clients: Social work students speak out. British Journal of Social Work, 46(1), 115–134.
  • Craig, S.L., Fisher-Borne, M., Alessi, E.J., Dentato, M.P., Austin, A., Paceley, M., … Van Der Horn, R. (2016). Guidelines for affirmative social work education: Enhancing the climate for LGBTQ students, staff and faculty in social work education. Washington, DC: CSWE.
  • Deal, K. H. (2000). The usefulness of developmental stage models for clinical social work students: An exploratory study. The Clinical Supervisor, 19, 1–19.
  • DeAngelis, T. (2002). New data on lesbian, gay, and bisexual mental health. Monitor on Psychology, 33, 46–47.
  • Denis, A. (2008). Review essay: Intersectional analysis: A contribution of feminism to sociology. International Sociology, 23, 677–694.
  • Dentato, M. P., Craig, S. L., Messinger, L., Lloyd, M., & McInroy, L. B. (2014). Outness among LGBTQ social work students in North America: The contribution of environmental supports and perceptions of comfort. Social Work Education, 33(4), 485–501.
  • Dentato, M.P., Craig, S.L., Lloyd, M.R., Kelly, B., Wright, C., & Austin, A. (2016). Homophobia within schools of social work: The critical need for affirming classroom settings and effective preparation for service with the LGBTQ community. Social Work Education: The International Journal. 35(6), 672–692.
  • Diamond, L. M., & Butterworth, M. (2008). Questioning gender and sexual identity: Dynamic links over time. Sex Roles, 59, 365–376.
  • Diehm, T. M. (2004). “That relationship is such an important piece”: The experience and meaning of graduate social work education for lesbian and gay students ( Unpublished doctoral dissertation). Portland State University, Portland, OR.
  • Evans, N. J., & Broido, E. M. (1999). Coming out in college: Negotiation, meaning making, challenges, supports. Journal of College Student Development, 40, 658–668.
  • Fine, L. E. (2011). Minimizing heterosexism and homophobia: Constructing meaning of out campus LGB life. Journal of Homosexuality, 58, 521–546.
  • Fish, J. (2006). Heterosexism in health and social care. New York, NY: Springer.
  • Foreman, M., & Quinlan, M. (2008). Increasing social work students’ awareness of heterosexism and homophobia—a partnership between a community gay health project and a school of social work. Social Work Education, 27, 152–158. doi:10.1080/02615470701709485
  • Fortune, A. E., McCarthy, M., & Abramson, J. S. (2001). Student learning processes in field education: Relationship of learning activities to quality of field instruction, satisfaction, and performance among MSW students. Journal of Social Work Education, 37, 111–124.
  • Gambrill, E. (1997). Social work education: Current concerns and possible futures. In M. Reisch, & E. Gambrill (Eds.), Social work in the 21st century (pp. 317–327). Thousand Oaks, CA: Pine Forge Press.
  • Gilbert, L. A., & Rossman, K. M. (1992). Gender and the mentoring process for women: Implications for professional development. Professional Psychology: Research and Practice, 23, 233–238.
  • Hafford-Letchfield, T. (2010). A glimpse of the truth: Evaluating “debate” and “role play” as pedagogical tools for learning about sexuality issues on a law and ethics module. Social Work Education, 29, 244–258.
  • Hensley, P. H. (2002). The value of supervision. The Clinical Supervisor, 21, 97–110.
  • Hershey, J. L. (2007). The lived experience of becoming a professional nurse for associate degree nursing graduates: A phenomenological study ( Doctoral dissertation). The Pennsylvania State University, University Park, PA. Retrieved from http://gradworks.umi.com/32/84/3284936.html
  • Heydt, M. J., & Sherman, N. E. (2005). Conscious use of self: Tuning the instrument of social work practice with cultural competence. Journal of Baccalaureate Social Work, 10(2), 25–40.
  • Holland, J. W. (1993). Relationships between African American doctoral students and their major advisors. Paper presented at the annual meeting of the American Education Research Association, Atlanta, GA. Retrieved from ERIC database (https://eric.ed.gov/?id=ED359915).
  • Institute of Medicine. (2011). The health of lesbian, gay, bisexual, and transgender people: Building a foundation for better understanding. Washington, DC: National Academies Press.
  • Khalili, H., Orchard, C., Laschinger, H. K. S., & Farah, R. (2013). An interprofessional socialization framework for developing an interprofessional identity among health professions students. Journal of Interprofessional Care, 27, 448–453.
  • Knight, C. (2001). The process of field instruction: BSW and MSW students’ views of effective field supervision. Journal of Social Work Education, 37, 357–379.
  • Lapinski, J., & Sexton, P. (2014). Still in the closet: The invisible minority in medical education. BMC Medical Education, 14, 171.
  • Lark, J., & Croteau, J. (1998). Lesbian, gay, and bisexual doctoral students’ mentoring relationships with faculty in counseling psychology. The Counseling Psychologist, 26, 754–776.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
  • Longerbeam, S. D., Inkelas, K. K., Johnson, D. R., & Lee, Z. S. (2007). Lesbian, gay, and bisexual college student experiences: An exploratory study. Journal of College Student Development, 48, 215–230.
  • Martin, J. I., Messinger, L., Kull, R., Holmes, J., Bermudez, F., & Sommer, S. (2009). Sexual orientation and gender expression in social work education: Results from a national survey. Alexandria, VA: Council on Social Work Education.
  • Mattis, J., Grayman, N., Cowie, S., Winston, C., Watson, C., & Jackson, D. (2008). Intersectional identities and the politics of altruistic care in a low-income, urban community. Sex Roles, 59, 418–428.
  • McSweeney, F. (2012). Student, practitioner, or both? Separation and integration of identities in professional social care education. Social Work Education, 31, 364–382.
  • Messinger, L. (2002). Policy and practice: A holistic approach to addressing homophobia and heterosexism among social work students. Journal of Lesbian Studies, 6(3/4), 121–132.
  • Messinger, L. (2013). Reflections on LGBT students in social work field education. Field Scholar, 3, 1–16. Retrieved from http://fieldeducator.simmons.edu/article/reflections-on-lgbt-students-in-social-work-field-education/
  • Messinger, L., & Topal, M. (1997). “Are you married?” Two sexual-minority students’ perspectives on field placements. Affilia, 12, 106–113.
  • Meyer, I. H. (2003). Prejudice, social stress, and mental health in lesbian, gay, and bisexual populations: Conceptual issues and research evidence. Psychology Bulletin, 129, 674–697.
  • Newman, D. M. (2013). Building identity: Socialization. In Sociology: Exploring the architecture of everyday life (pp. 131–160). Thousand Oaks, CA: Pine Forge Press.
  • Newman, P., Daley, A., & Bogo, M. (2009). Breaking the silence: Sexual orientation in social work field education. Journal of Social Work Education, 45, 7–27.
  • Nordentoft, H. M., & Wistoft, K. (2012). Collaborative learning and competence development in school health nursing. Health Education, 112, 448–464.
  • Osteen, P. J. (2011). Motivations, values, and conflict resolution: Students’ integration of personal and professional identities. Journal of Social Work Education, 47, 423–444.
  • Pfohl, A. H. (2004). The intersection of personal and professional identity: The heterosexual supervisor’s role in fostering the development of sexual minority supervisees. The Clinical Supervisor, 23, 139–164.
  • Rankin, S., Weber, G., Blumenfeld, W., & Frazer, S. (2010). 2010 state of higher education for lesbian, gay, bisexual, and transgender people. Charlotte, NC: Campus Pride.
  • Risdon, C., Cook, D., & Williams, D. (2000). Gay and lesbian physicians in training: A qualitative study. Canadian Medical Association Journal, 162, 331–334.
  • Sanlo, R. (2005). Lesbian, gay, and bisexual college students: Risk, resiliency, and retention. Journal of College Student Retention, 6(1), 97–110.
  • Scholar, H., McLaughlin, H., McCaughan, S., & Coleman, A. (2014). Learning to be a social worker in a non-traditional placement: Critical reflections on social work, professional identity and social work education in England. Social Work Education, 33, 998–1016.
  • Sears, J. T. (2003). Gay, lesbian, and transgender issues in education: Programs, policies, and practices. New York, NY: Routledge.
  • Shlomo, S. B., Levy, D., & Itzhaky, H. (2012). Development of professional identity among social work students: Contributing factors. The Clinical Supervisor, 31, 240–255.
  • Slay, H. S., & Smith, D. A. (2011). Professional identity construction: Using narrative to understand the negotiation of professional and stigmatized cultural identities. Human Relations, 64, 85–107.
  • Stewart, A. J., & McDermott, C. (2004). Gender in psychology. Annual Review of Psychology, 55, 519–544.
  • UN General Assembly. (2011). Discriminatory laws and practices and acts of violence against individuals based on their sexual orientation and gender identity. Retrieved from http://www.ohchr.org/Documents/Issues/Discrimination/A.HRC.19.41_English.pdf
  • Vaccaro, A. (2012). Campus microclimates for LGBT faculty, staff, and students: An exploration of the intersections of social identity and campus roles. Journal of Student Affairs Research and Practice, 49, 429–446.
  • Warner, L. (2008). A best practices guide to intersectional approaches in psychological research. Sex Roles, 59, 454–463.
  • Watts, R. J. (1987). Development of professional identity in Black clinical psychology students. Professional Psychology: Research and Practice, 18, 28–35.
  • Webb, S. (2015). The feminisation of migration and the migrants VET policy neglects: The case of skilled women secondary migrants in Australia. Journal of Vocational Education & Training, 67, 26–46.
  • Weber, L. (2004). A conceptual framework for understanding race, class, gender, and sexuality. In S. N. Hesse-Biber, & M. L. Yaiser (Eds.), Feminist perspectives on social research (pp. 121–139). New York, NY: Oxford University Press.
  • Westbrook, L. (2009). Where the women aren’t: Gender differences in the use of LGBT resources on college campuses. Journal of LGBT Youth, 6, 369–394.
  • Wiles, F. (2013). “Not easily put into a box”: Constructing professional identity. Social Work Education, 32, 854–866.
  • Zamani-Gallaher, E. M., & Choudhuri, D. D. (2011). A primer on LGBTQ students at 
community colleges: Considerations for research and practice. New Directions for Community Colleges, 155, 35–49.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.