SUPPORT OF SEXUAL ORIENTATION AND GENDER IDENTITY CONTENT IN SOCIAL WORK EDUCATION: RESULTS FROM NATIONAL SURVEYS OF U.S. AND ANGLOPHONE CANADIAN FACULTY

Abstract

This article presents findings from the first national surveys of United States and English- speaking Canadian MSW social work faculty examining their support of curriculum content on sexual orientation and gender identity. Faculty in either country are generally supportive of including LGBT content but report significantly more support for content on LGBT populations as compared to the types of oppression experienced. Significant predictors of support for LGBT content include being female, younger, non-White/non-European, having positive LGBT social attitudes, and the availability of resources on transgenderrelated issues. The findings suggest that faculty development should address the social attitudes among faculty as well as integrate gender identity into diversity discourse in social work education.

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