Heterosexism is defined as “the discrimination or prejudice by heterosexuals against homosexuals” (merriam-webster.com) and is predicated on the belief that being heterosexual is the norm and the only accepted type of relationship.
Everyday heterosexism is exemplified in our media, our policies, and daily practices. By making these assumptions, social workers can be in part culpable for the oppression and marginalization experienced by the LGBTQ community.
As a profession, social work embraces diversity and strives to ensure equal rights for all. The National Association of Social Workers (NASW) is committed to supporting the needs of these groups and, in turn, they created the National Committee on Gay, Lesbian, Bisexual and Transgender Issues. During this week’s discussion you will be asked to consider how one’s own personal views on sexual orientation may clash with the profession’s stance.
By Day 3
Post a scenario of how a social worker’s personal, ethical, and moral values in relation to the LGBTQ community might conflict with those of their clients. Explain the distinction between personal ethics and values and professional ethics and values evident in the social work profession in addressing this community. Be specific and explain how this distinction relates to the scenario you posted. Also explain how prejudice and bias might create barriers to fulfilling your professional responsibility to the LGBTQ community.
Using listed references below:
Dessel, A. B., Jacobsen, J., Levy, D. L., McCarty-Caplan, D., Lewis, T. O., & Kaplan, L. E. (2017). LGBTQ topics and Christianity in social work: Tackling the tough questions. Social Work & Christianity, 44(1/2), 11-30.
Note: Retrieved from Walden Library databases.
National Association of Social Workers’ National Committee on Lesbian, Gay, Bisexual, and Transgender Issues. (2015). Sexual orientation change efforts (SOCE) and conversion therapy with lesbians, gay men, bisexuals, and transgender persons [Position Statement]. Retrieved from https://www.socialworkers.org/LinkClick.aspx?fileticket=yH3UsGQQmYI%3d&portalid=0
Ryan, C. (2009). Supportive families, healthy children: Helping families with lesbian, gay, bisexual & transgender children. San Francisco, CA: Family Acceptance Project, Marian Wright Edelman Institute, San Francisco State University. Retrieved from http://familyproject.sfsu.edu/publications.
The Trevor Project. (2016). Glossary. Retrieved from http://www.thetrevorproject.org/pages/glossary#
Adams, M., Blumenfeld, W. J., Castaneda, C., Catalano, D. C. J., DeJong, K., Hackman, H. W,… Zuniga, X. (Eds.). (2018). Readings for diversity and social justice (4th ed.). New York, NY: Routledge Press.
Chapter 73, The interSEXion: queer progressive agenda (pp. 391-394)
Chapter 66, Privilege (pp. 367-370)
Chapter 69, Women & LGBT people under attack: 1903s and now (pp. 378-381)
Chapter 85, Mestiza/o gender: Notes toward transformative masculinity (pp. 434-439)
Chapter 72, Introduction-How sex changed: A history of transsexuality (pp. 388-390)
Chapter 76, Transgender liberation (pp. 400-403)
Chapter 81, Mutilating gender (pp. 419-425)
Chapter 83, Trans woman manifesto (pp. 429-432)
Chapter 77, The Impact of juvenile court on Queer and trans/gender non-conforming youth (pp. 403-406)
It Gets Better Project. (n.d.). It gets better. Retrieved September 6, 2013, from: http://www.itgetsbetter.org/
Chang, J., & Dazols, L. (2015, May). This is what LGBT life is like around the world [Video file]. Retrieved from https://www.ted.com/talks/jenni_chang_and_lisa_dazols_this_is_what_lgbt_life_is_like_around_the_world
Richen, Y. (2014, March). What the gay rights movement learned from the civil rights movement [Video file]. Retrieved from https://www.ted.com/talks/yoruba_richen_what_the_gay_rights_movement_learned_from_the_civil_rights_movemen