phrase “ intersecting identities ”: lgbt affirmative therapy H u m a n i t i e s

Directions for Assignment:

Consider how watching the entire four-part series of the Multicultural Panel has impacted your stereotypes, perceptions, and beliefs of the panelists. Reflect on your initial reactions when you first met each panelist. We each have our own worldview, and this impacts how we see others. As counselors, it is our ethical duty to be aware of our worldview in order to be culturally aware and encompass cultural humility.

• Select a panelist who has experienced oppression or discrimination based on their affectional orientation and/or gender identity.
• Describe how they identify, using their own language and a scholarly article from the Walden Library, providing further understanding of their identity.
• Next, define intersectionality according to a definition from one of the Learning Resources, and identify how intersectionality pertains to the panelist.
• Finally, reflect on being an ally for the LGBTQ+ community. Consider what being an ally entails.

The “Multicultural Panel” assignment is a cumulative assignment including:

• “Multicultural Panel (Part One)” from Week 4
• “Multicultural Panel (Part Two)” from Week 5
• “Multicultural Panel (Part Four)” from Week 7

Complete the final 6-page APA Multicultural Panel assignment, due at the end of Module 2. Please be sure to include the following:

• Part 1 (2 pages):
  • Summarize a panelist’s racial, ethnic, immigration, or national identity.
  • Reflect on the panelist’s experiences with or without microaggressions related to their racial, ethnic, immigration, or national identity. Define microaggressions, according to the Required Readings. Then, identify key concepts from the Required Readings, and describe how these key concepts relate to the panelist’s experience.
  • Reflect on how your experience is similar and/or different compared to the panelist’s experiences with or without oppression. Share your emotional response and reaction to hearing about the panelist’s experiences. Consider whether or not you can identify with the panelist’s experience.
• Part 2 (2 pages):
  • Select a different panelist to focus on for Part Two.
  • Summarize how they currently or have previously identified religiously or spiritually.
  • Select another panelist you have not chosen before, and summarize their experiences with social class.
  • Next, define privilege according to a definition from one of the Learning Resources or from another scholarly resource.
  • Finally, reflect on how your experience is similar and/or different compared to the two panelist’s experiences related to religion, spirituality, and social class. Share your emotional response and reaction to hearing about the panelist’s experiences. Consider whether or not you can identify with the panelist’s experience.
• Part 3 is not included because it was the Discussion Board.

• Part 4 (2 pages)
  • Select a panelist who has experienced oppression or discrimination based on their affectional orientation and/or gender identity. Describe how they identify using their own language AND a scholarly article from the Walden Library providing further understanding of their identity.
  • Next, define intersectionality according to a definition from one of the “Learning Resources” and identify how intersectionality pertains to the panelist.
  • Finally, reflect on being an ally for the LGBTQ+ community. Consider what being an ally entails.

• Required Readings

  Association of Lesbian, Gay, Bisexual, and Transgender Issues in Counseling (ALGBTIC) Transgender Committee. (2010). American Counseling Association: Competencies for counseling with transgender clients. Journal of LGBT Issues in Counseling, 4(3–4), 135–159. doi:10.1080/15538605.2010.524839

  Association of Lesbian, Gay, Bisexual, and Transgender Issues in Counseling (ALGBTIC) LGBQQIA Competencies Taskforce. (2013). Competencies for counseling with lesbian, gay, bisexual, queer, questioning, intersex, and ally individuals. Journal of LGBT Issues in Counseling, 7(1), 2–43. doi:10.1080/15538605.2013.755444

  LaMantia, K., Wagner, H., & Bohecker, L. (2015). Ally development through feminist pedagogy: A systemic focus on intersectionality. Journal of LGBT Issues in Counseling, 9(2), 136–153. doi:10.1080/15538605.2015.1029205

  Required Media

  Laureate Education (Producer). (2019j). Multicultural panel: Part four [Video file]. Baltimore, MD: Author.
  Note: The approximate combined length of these media pieces is 58 minutes.

  National Geographic. (2017, January 29). The genderbread person | Gender revolution [Video file]. Retrieved from

  TEDx [TEDx Talks]. (2015, June 30). Trans liberation is for everybody: Anneliese Singh: TEDxGeorgiaStateU [Video file]. Retrieved from
  Note: The approximate length of this media piece is 10 minutes.

  Optional Readings

  Dermer, S. B., Smith, S. D., & Barto, K. K. (2010). Identifying and correctly labeling sexual prejudice, discrimination, and oppression. Journal of Counseling and Development, 88(3), 325–331. doi:10.1002/j.1556-6678.2010.tb00029.x

  Farmer, L. B., Welfare, L. E., & Burge, P. L. (2013). Counselor competence with lesbian, gay, and bisexual clients: Differences among practice settings. Journal of Multicultural Counseling and Development, 41(4), 194–209. doi:10.1002/j.2161-1912.2013.00036.x

  Grzanka, P. R., & Miles, J. R. (2016). The problem with the phrase “intersecting identities”: LGBT affirmative therapy, intersectionality, and neoliberalism. Sexuality Research and Social Policy: Journal of NSRC, 13(4), 371–389. doi:10.1007/s13178-016-0240-2