In Her Own Words: Ethnic-Minority Bisexual Women's Self-Reported Counseling Needs

Brooks, Lindsey M.; Inman, Arpana G.; Klinger, Rebecca S.; Malouf, Matthew A.; Kaduvettoor, Anju

doi:10.1080/15299716.2010.500959

Cited by 16 publications

(11 citation statements)

References 13 publications

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“…For example, there has been impressive growth in the number and variety of studies investigating how to offer culturally competent counseling to lesbians and gay men (Brooks, Inman, Klinger, Malouf, & Kaduvettoor, 2010). Recent studies identified specific, unmet and unique needs for LGBTQ individuals in residential substance abuse treatment (Cochran & Cauce, 2006;Cullen, Courbasson, Quintero, Myslik, & Guimond, 2010) as well as regarding employment discrimination (Gates, 2010) and gerontological social work (Almack, Seymour, & Bellamy, 2010;Bell, Bern-Klug, Kramer, & Saunders, 2010;Kuyper & Fokkema, 2010;Stein, Beckerman & Sherman, 2010).…”

Section: Tentative Implications For Social Work Educationmentioning

confidence: 97%

Social Work Educators’ Attitudes Toward Gay Men and Lesbians: A National Assessment

Einbinder

Fiechter

Sheridan

et al. 2012

Journal of Gay & Lesbian Social Services

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A sample of 927 U.S. social work educators expressed limited negative attitudes toward lesbians and slightly more negative attitudes toward gay men in this cross-sectional, national study using standardized survey instruments with proven psychometric properties. Faculty most likely to express negative attitudes toward lesbians included those employed at a religiously affiliated university (whether sectarian or non-sectarian), identifying as African-American and male, working in an urban or suburban setting (rather than a rural one), and having probationary tenure-track status. These individual and institutional characteristics accounted for 7.8% of the variance in social work educators' negative attitudes toward lesbians. Faculty most likely to express negative attitudes toward gay men included those identifying as African-American, employed at a religiously affiliated university, identifying as heterosexual and male. These variables explained 12.4% of the variance in social work educators' negative attitudes toward gay men. Implications for social work education are addressed and suggestions generated regarding how social work educators and their educational programs can ensure that they are preparing competent, unbiased practitioners who can advance social justice and reduce oppression among gay and lesbian clients.

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Section: Tentative Implications For Social Work Educationmentioning

confidence: 97%

Social Work Educators’ Attitudes Toward Gay Men and Lesbians: A National Assessment

Einbinder

Fiechter

Sheridan

et al. 2012

Journal of Gay & Lesbian Social Services

View full text Add to dashboard Cite

show abstract

“…Moreover, because trainee bias can influence attitude, empathy, and the ability to conceptualize client cases in a culturally sensitive manner (Brooks, Inman, Klinger, Malouf, & Kaduvettoor, 2010), it would be helpful to make connections between personal beliefs, isms, and the therapeutic process. Trainees may benefit from structured courses that explore the development of personal beliefs or worldviews (e.g., just world) through different activities (e.g., racial-cultural counseling laboratory; Carter, 2003).…”

Section: Discussionmentioning

confidence: 99%

Graduate Trainees’ Social Justice Supports, Beliefs, Interest, and Commitment

Inman

Luu

Pendse

et al. 2015

The Counseling Psychologist

Self Cite

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“…An awareness of this compared with the privileged communities within Lehigh made a stark contrast, bringing to light issues of social inequities. My research and mentoring have also expanded due to the richness of my students’ perspectives and interests, which focused, for example, on the experiences of international students (Mori, Inman, & Caskie, 2009; Pendse & Inman, 2017), LGBT populations (Brooks, Inman, Klinger, Malouf, & Kaduvettoor, 2010), and Middle Eastern and North African communities (Soheilian & Inman, 2009). Our focus has been not only to examine the intersectionality of identities and the trauma experienced as a function of different “isms,” but also how training environments may facilitate students’ development of a social justice advocacy lens and action (Inman, Luu, Pendse, & Caskie, 2015; Luu & Inman, 2016).…”

Section: Situating the Talkmentioning

confidence: 99%

Social Justice Mentoring and Scholarship: Building a Community of Leaders and Advocates

Inman

2018

The Counseling Psychologist

Self Cite

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In this 2018 Janet E. Helms Award for Mentoring and Scholarship keynote address, I speak about the importance of social justice mentoring and scholarship as a way to build communities of leaders and advocates. First, I contextualize my journey as an international student and an Asian Indian woman existing within multiple social and cultural locations. Second, I highlight those individuals who have influenced me on my academic journey. Finally, I share how my experiences, research, and clinical work have shaped my mentoring style and my desire to “pay it forward.”

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In Her Own Words: Ethnic-Minority Bisexual Women's Self-Reported Counseling Needs

Cited by 16 publications

References 13 publications

Social Work Educators’ Attitudes Toward Gay Men and Lesbians: A National Assessment

Social Work Educators’ Attitudes Toward Gay Men and Lesbians: A National Assessment

Graduate Trainees’ Social Justice Supports, Beliefs, Interest, and Commitment

Social Justice Mentoring and Scholarship: Building a Community of Leaders and Advocates

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