Module 9: Capstone Final Paper 2

Running head: CAPSTONE FINAL PROJECT 1

Gender and Sexual Identity Development

[Student Name]

National Louis University

HED 632

Dr. Dustin Heuerman

SAMPLE COURSE CAPSTONE EXAMPLE

This document is not meant to serve as a perfect assignment submission, but as a good example of how your paper should look when submitted.

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Gender and Sexual Identity Development

Gender and sexual identity development is one area that higher education leaders must

familiarize themselves with as they strive to create safe and welcoming environments for a

diverse population of students. As students come to terms with various aspects of their

development, gender and sexual identity theories provide insight into the stages that students

navigate as they determine their objectives and abilities (Torres, Jones & Renn, 2009).

Moreover, identity development can be influenced by how students interact within their

environments. Therefore, research surrounding gender and sexual identity development is

important to helping facilitate identity development in other areas (Konik & Stewart, 2004) and

in assisting higher education leaders with creating optimal environments for students.

Theoretical Significance

Students may experience feelings and behaviors that cause internal conflicts or

challenges to healthy identity development. This may be especially true when religious and

sexual identities converge. Bayne (2016) proposed possible interventions or techniques that can

help students progress from early stages of minority sexual identity to later stages of acceptance

and integration. Likewise, other research has revealed the Cass’ Model of Sexual Identity

Development can help us understand how students move from Stage One of Identity Confusion

to Stage Six of Identity Synthesis whereby individuals come to integrate their sexual identity into

their overall identity (Degges-White & Myers, 2000). This is crucial to ensuring higher

education groundbreakers seek to implement programs and services that are designed to reach

students where they are and to serve the “whole person.”

In addition to studying gender and sexual identity theories, Gragg (2012) encourages

those working with sexually minority youth to address their own biases, but not to allow a lack

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of expertise in gender and sexual identity prevent effective work with individuals. By examining

and reviewing gender and sexual identity theories, we can address problems and behaviors that

may occur as students move to normalize their experiences and confront impending difficulties

(Cramer, 1980). Graham & et al (2011) adds that men who develop healthy sexual identity are

less likely to experience mental distress while other researchers note the complexity of gender

and sexual identity development impacts psychological adjustment and self-esteem (Rosario,

Schrimshaw & Hunter, 2011). More support is given to the link between psychological

adjustment and self-distress and sexual identity development in the study conducted by Shepler

& Perrone-McGovern, 2016 of 791 college students. There are implications to suggest that one’s

sexual identity status or stage of development impacts his or her psychological well-being.

Furthermore, researchers have shown a link between the depression and black men who are

isolated in their sexual identity (Graham & et al, 2011). By studying sexual identity formation,

we can prepare to assist students and begin to explore avenues that help them develop healthy

sexual identities. This includes implementing programs and services that promote positive self-

esteem and identity acceptance.

Models of Gender and Sexual Identity Development

There are several models of Gender and Sexual Identity Development that may help to

inform and influence the understanding of this important identity formation. Morgan (2012)

sought to classify student’s sexual formation using Worthington’s heterosexual identity

development to gather student narratives and found recognizing heterosexual identity to be more

challenging. Historically, sexual identity theories have viewed the foundation of sexual identity

as moving in a linear formation. Cass’s (1979) six-stage process of sexual identity integration

has been the model for subsequent theories which describe sexual identity development as

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occurring in chronological stages (Degges-White & Myers, 2000). Likewise, Fassinger’s Model

of Gay and Lesbian Identity (1996) describes the identity process as beginning with Awareness,

moving through Exploration and Deepening/Commitment to the final stage of

Internalization/Synthesis (Gervacio, 2012). Nevertheless, more recent research has indicated

sexual identity formation does not necessarily follow a linear or stable process (Morgan, 2012 &

Rosario, Schrimshaw & Hunter, 2011); rather, individuals experience various stages at any given

time. It is imperative that student affairs professionals take from sexual identity theories what is

necessary to create more inclusive environments for students.

Gaps in the Literature

The current literature does not cover all the bases needed to adequately explain gender

and sexual identity formation. There is a growing sentiment related to the fluidity of gender and

sexual identity; that it overflows the rigid categories of heterosexuality, homosexuality and

bisexuality (Carr, 2009). While the notion of fluid sexuality is nothing new and earlier research

mentions the complexity surrounding gender and sexual identities (Pryce, 2006), the research is

at its infancy stage. However, current research has proposed that a gender revolution is

underway. Moreover, gender and sexual identity should not be viewed synonymously or with the

same meaning. Changing societal norms see gender as falling on a spectrum and not limited to

binary assignments of male and female (Parrenas, 2017). Therefore, there is a need for a more in

depth exploration of the fluidity of gender and sexuality as it relates to the process of one’s

unique identity development in the 21st century.

Multiplicity in Identity Development

Evans (2009) reminds us that the conceptual model of multiple dimensions of identity

was developed by earlier theorists and that the core of self or one’s personal identity includes

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personal attributes and other important factors. Besides, gender, sexual orientation, race, social

class, family, education and culture are viewed as intersecting circles surrounding the core

identity. Within gender and sexual identity developments lies a multitude of intersecting circles

that presents the gap in the research. An increasing number of young people are embracing the

idea that gender and sexuality transcends the traditional binaries of male and female, gay or

straight (Steinmetz,2017). This is in stark contrast to the identity theories that seem to combine

sex and gender and use the terms interchangeably, inferring these identity formations are one in

the same and occur in a linear and stage-like fashion (Gevacio, 2012).

There is a Gender Revolution

There is a movement pushing forward the need to “update” the concept of gender and to

acknowledge its deeply social and psychological attributes and influences (Gender Identity,

2016). This view that gender identity is not automatically binary, but is fluid and separate from

sexual orientation or biology (Parrenas, 2017 & Gender Identity, 2016) is obvious with popular

culture. As evident by the 2014 Facebook move to allow users to select from 56 ways to describe

their gender. Some of these include: agender, cis- and trans- variants, gender fluid, pangender

and two-spirit (Gender Identity, 2017). In addition, New York passed a law making it illegal to

discriminate against any of the 31 gender identities and gender expressions outlined by the New

York Commission on Human Rights (Gender Identity Expression, 2015).

The gender and sexual identity development are both public and private entities requiring

deeper understanding for Student Affairs professionals to create environments of inclusiveness.

There is a need to stay current with the terminology, as the world is rapidly changing; gender is

no longer contained by the binaries of male and female. The popular adage is that sex is what is

between your legs and gender is what is between your ears (Gevisser, 2015). Moreover, sexual

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orientation is who we have sex with and gender is our deeply held sense of being male, female or

something else entirely. The broader spectrum of gender and sexual identity development can

help students and those working with them reduce gender confusion and identity struggle by

helping to validate feelings and experiences. The genderqueer movement is growing and some

colleges have students introduce themselves by their preferred pronouns (he/his, she/her/hers,

they/them) and some identity as pansexual rather than gay or straight (Gevisser, 2015).

The growing response that gender and sexual fluidity transcends the rigid categories of

heterosexuality, homosexuality and bisexuality (Parrenas, 2017) gives rise to the need for more

research. The complexity surrounding sexual and gender identity indicates that we are in a

gender and sexual identity revolution that may warrant the development of additional theories to

explore this developmental process (Gevisser, 2015). Changing societal norms see gender as

falling on a spectrum and not limited to binary assignments of male and female (Parrenas, 2017).

Rogers’ Theory of Gender and Sexual Identity builds upon previous theories and supports the

complexity of sexual fluidity in individual development.

Rogers’ Theory of Gender and Sexual Identity

Like Evans’ model, Rogers’ Theory is a series of junctions of progress whereby

individuals move fluidly as they grow to understand themselves in relation to their external

environments. Rogers’ identity development is not seen as always linear or sequential in nature

(Morgan, 2012). There are four stages that are included within this working theory.

Stage 1-Pre-Socialization of Gender and Sexual Identity

In the Pre-Socialization stage, the individual is unaware or not influenced by the larger

society or parental expectations of gender or sexual identity roles. This can show up in children,

who are not aware of sexuality and gender and/or whose parents do not subscribe to colors,

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clothes, toys or activities traditionally assigned to male or female. In addition, adolescents and

adults may be unmoved by social pressures to conform to what is expected in terms of gender or

sexuality. In this stage, the individual may exhibit fluidity, but may experience conflict or crisis

when external expectations are imposed upon the individual (Gender Identity, 2016).

Stage 2- Social Identity Conflict

In this stage of Rogers’ Theory, the individual is aware of and concerned about

mainstream social expectations of gender and sexual identity. This causes personal conflict as the

individual’s feelings, thoughts or identity contradict roles. The individual may be influenced by

parental, peer, employer or society’s expectations and struggle with finding or expressing their

own voice. In this stage, the individual may hide sexual identity or conform according to what he

or she deems acceptable. Although, the view may be gender identity is not automatically binary,

but is fluid (Parrenas, 2017), the individual seeks conformity to lessen outward conflict with

popular culture.

Stage 3- Sexuality and Gender Acceptance

In Stage 3 of this theory, individuals have developed acceptance for their own gender or

sexual identity. The individual may have found a healthy and supportive peer group and parental

encouragement as well as a significant relationship that is affirming. Individuals in this stage are

less likely to experience conflict between themselves and society. They are not prone to conform

to gender expectations and are in the evolving pride and confidence part of the development. The

gender and sexual identity formation are both public and private entities that are seamlessly

integrated into the person’s overall development.

Stage 4-Pride and Confidence

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Persons who are operating from this position of their gender and sexual identity

development are fully aware of who they are and do not waver in expressing their preferences,

identity or gender. Persons have a strong sense of self and understand the potential for social

conflict as it pertains to gender roles and sexual identity, but do not feel the need to conform.

Individuals understand the need and are driven to stay current with the terminology. At Stage 4,

the individual is aware of the gender movement within the rapidly changing world. Persons may

view gender as no longer contained by the binaries of male and female and subscribe to the

notion that “sex is what is between your legs and gender is what is between your ears (Gevisser,

2015).”

It is important to reiterate that this is a working theory in need of further development.

Moreover, it is not to viewed as linear or occurring in sequence for individuals may have various

facets of any stage at periods during their development.

Resources in Higher Education

Helping students develop to their full potential includes supporting them as they question

and change their sexual identities. Student affairs leaders must concern themselves with keeping

up with the trends, terminology and theories related sexual identity formation as they strive to

create environments conducive to healthy and positive student development

Tennessee State University and DePaul University are examples of two institutions

offering programs to support gender and sexual development on college campuses. Tennessee

State University and DePaul University are two distinctly different institutions of higher

education which provide resources and support for students of the sexual minority communities.

Tennessee State University (TSU) is a public, land-grant (1890), HBCU (Historically

Black College & University) located in Nashville, Tennessee founded in 1912. TSU has an

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enrollment of over 7,000 undergraduate, 1,900 graduate students who can choose from 47

Bachelor, 24 Masters and 8 Doctoral degrees (TSU, 2017).

DePaul University is a private, catholic institution located in Chicago, Illinois. The

university was founded in 1898 and has at the heart of its mission, research, teaching and

community service. Its enrollment is 15,407 undergraduate, 7,703 graduate and has been named

as one of the nation’s Best Value Colleges by Forbes (DePaul, 2017).

What do they do well?

TSU offers support for the LGBTQ campus community by providing training, policies,

programs and education through the Office of Equity and Inclusion. In 2013-2014, the Office of

Equity and Inclusion collaborated with The Human Rights Campaign to provide an LGBTQ film

screening of, The New Black documentary on the campus (TN State Newsroom, 2014). The

documentary tells the story of how the African-American community grappled with the gay

rights and the recent same-sex marriage movement. In addition, the college celebrates LGBTQ

week in October with a series of activities, Safe Zone Training, panel discussions and free

HIV/AIDS testing (LGBTQ at TSU, 2014).

The university promotes a supportive environment for students to build connections and

positive networks that will help them be successful students. The campus puts forth policy and

communicates that they will not tolerate any harassment, ill treatment or discrimination of any

student or persons seeking to benefit from the campus resources. Moreover, the campus

communicates the importance of associations for LGBTQ students and provides a space on

campus for students to commune and share or express themselves in a reassuring environment.

Tennessee State University provides a system of helpful allies for the lesbian, gay,

bisexual, transgender and queer/questioning community. There is a published list of these

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campus professionals provided on the website (Safe Zone Allyship, 2017). These individuals

have completed the half day Safe Zone training and display the symbol in their work or living

space to denote they are a registered or official Ally. An ally has been educated about the

concerns and issues of the LGBTQ people and know about the resources available to support

them (LGBTQ at TSU, 2014).

DePaul University in Chicago, Illinois is the first Catholic University to establish an

LGBTQ Studies program. Starting in 2005, the minor in LGBTQ Studies allows students to

analyze sex and sexuality within an interdisciplinary inquiry and examines the experiences of

people who identify as a part of a sexually minority group (DePaul, 2017). This private Catholic

university has integrated LGBTQA services and programs into the overall student experience at

DePaul. The campus has a strong history of providing support and services to students in the

LGBTQA community beginning in 1982 when Society of the Individual was established to

become the first gay student organization. In addition, the university hired its first full-time

LGBTQA Student Services Coordinator for its LGBTQA Student Services department (DePaul,

2017). There are ongoing campus discussions, activities and programs that seek to provide

support, services and connections for students. There is also a Faculty and Staff LGBTQA

organization and an annual Stonewall Awards which recognizes members of DePaul’s LGBTQA

communities who are promoting an accepting and affirming climate on the campus.

What do they do poorly?

Overall, both institutions do an excellent job of promoting acceptance and support for members

of the LGBTQA communities on their campuses. However, Tennessee State University needs to

update the links and information on the website. Much of the information and programs are dated

from 2014. DePaul seems to have ongoing updated information and is active on Twitter,

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Facebook and community sites. This is likely due to having had over 25 years of a commitment

to the LGBTQA communities. Both institutions could do a better job of advertising available

training and resources available to the public and surrounding community.

Rogers’ Theory of Sexual Identity Development is comprised of four stages: 1) Pre-

socialization- the individual is unaware of the larger society or social expectations of gender

roles; 2) Social Identity Conflict/Personal Awareness- Individual becomes aware that internal

feelings or gender may conflict with parental and social expectations, may struggle with role-

playing; 3) Social Acceptance- Individual begins the quest to find support among peers and

others who identify with sexual minority group; 4) Pride/Confidence- Individual challenges

gender roles and traditional assignments of gender expectations; individual accepts and

integrates his gender and sexuality into who he is as an individual.

Through their programs and services, Tennessee State University and DePaul University

ensures a supportive and accepting environment regardless of where a student falls on the

continuum of gender and sexual identity development. Whether a student is coming out,

questioning or boldly displaying their sexuality pride, each institution provides a space on the

campus for students to connect and explore who they are without discrimination or harassment.

Implications for Best Practices in Higher Education

Colleges and universities must present climates where LGBTQ students feel safe,

supported and affirmed as students and persons in varying stages of gender and sexual identity

development. Institutions of higher learning are not only places of learning, but are also

miniature societies (Teaching Tolerance, 2017). Moreover, it is not only about the special

treatment afforded to LGBTQ students, but also it is how colleges and universities teach

acceptance and understanding for all people. This means that those outside of the LGBTQ

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community need to be taught awareness, tolerance and respect for all fellow students, regardless

of their gender identity and sexual orientation. This is imperative given the recent Human Rights

Campaign survey that revealed LGBT students report being verbally and physically harassed at

school (Teaching Tolerance, 2017), which means LGBTQ students are likely to have negative

educational experiences. Creating supportive environments have shown to improve educational

outcomes for all students when campus resources are reflective of safety, support and openness.

Schools are improving resources and services to the LGBTQ study body they offer more

programs and co-curricular activities to help create safe and welcoming campuses (Kratsas,

2017). The Campus Pride Index is a tool that assists colleges and universities to learn ways to

improve their LGBTQ campus life and to ultimately shape the educational experience to be more

inclusive, welcoming and respectful of all gender and sexual identities as well as Ally people

(Campus Pride Index, 2017). The Campus Pride Index acts as a measure of LGBTQ policies,

programs and practices and includes 50+ self-assessment questions, which correspond to eight

different LGBTQ-friendly factors. These eight factors are:

• LGBTQ Policy Inclusion

• LGBTQ Support & Institutional Commitment

• LGBTQ Academic Life

• LGBTQ Student Life

• LGBTQ Housing

• LGBTQ Campus Safety

• LGBTQ Counseling & Health

• LGBTQ Recruitment & Retention Efforts

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The Campus Pride Index sends campus officials a confidential report of the index tool

along with recommendations for improvement and an LGBTQ-friendly rating through a 5-star

scoring system (Campus Pride Index, 2016). Finally, Campus Pride lists the top 30 LGBTQ-

friendly colleges and universities on its website for potential students, families and employees to

review.

Awareness. Any program or service starts with awareness. Educators and higher

education professionals can support LGBTQ students by implementing some best practices for

creating climates or environments in which students feel safe and affirmed. Some of these

include the following:

• Gay-Straight Alliance Clubs (this is a way to educate students about

diversity and can offer support).

• Encourage and reward campus officials to form Ally organizations. (Allies

are trained persons who have agreed to actively support and publically

acknowledge they are safe and offer welcoming environments).

• Make sure dress codes are enforced equally among all students.

• Empower students to express themselves, and

• Use gender-inclusive language at all event communications, including

forms and applications (options for preferred pronouns).

• Provide an LGBTQ glossary of terms to all students, faculty and staff.

Policy. Colleges and universities can update and implement Anti-Bullying Policies and

codes of conduct to communicate public statement of safety for students. The policies should

make clear that all students are protected and explicit safeguarding measures are in place for

LGTBQ students. The Consortium of Higher Education LGBT Resource Professionals advise in

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their Suggested Best Practices for Asking Sexual Orientation and Gender on College

Applications, that because of the growing numbers of students identifying as non-binary,

applications should include “genderqueer” and “agender” choices.

Some other policy suggestions are:

• Gender-Inclusive Housing,

• Transition-Related Medical Expenses,

• LGTBQ Identity Questions as an Option on Admission Application and

Enrollment Forms (Because gender and sexuality are fluid, students

should have the option to change gender and sexual identity on campus

records during their academic career).

• Trans-Inclusive Admission Policy, and

• Policies that Include Gender Identity/Expression.

Training. Institutions can offer annual training for the entire campus community from

students, staff, faculty to administrators. It should be communicated that all have a role in

promoting an inclusive campus environment that is welcoming to all students.

Campus Resources. It is important that LGBTQ resources support students who are

experiencing varying levels of gender and sexual identity development. Counselors who are

trained and equipped to support students experiencing anxiety, depression and increased thoughts

of suicide should be a part of the campus. Several resources are:

• Support groups,

• Counseling Services,

• HIV/AIDS Testing,

• Gender Neutral Rest Rooms,

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• Supportive housing/residence life, and

• Referrals to community partners (housing, food, medical, etc.).

Finally, it is important that higher education professionals and universities and colleges

put forth best practices and services that will ensure supportive and welcoming environments for

students in the LGBTQ community. Through inclusive policies and procedures, a climate of

openness can help students reach their optimal potential during their higher education

experience.

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References

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