Creating Lesbian, Gay, Bisexual, and Transgender Allies: Testing a Model of Privilege Investment

Perrin, Paul B.; Bhattacharyya, Sriya; Snipes, Daniel J.; Calton, Jenna M.; Heesacker, Martin

doi:10.1002/j.1556-6676.2014.00153.x

Cited by 23 publications

(23 citation statements)

References 31 publications

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“…The emotional connections necessary for ally development are created through a process of meaning making, involving self-reflection and discussion with others (Broido, 2000; Reason, Roosa Millar, & Scales, 2005), increased perspective taking (Broido, 2000), relationships with diverse others (Fingerhut, 2011; Reason, Roosa Millar, & Scales, 2005), and through witnessing or experiencing injustice (Caldwell & Vera, 2010; Case, 2012; Fingerhut, 2011; Perrin, Bhattacharyya, Snipes, Calton, & Heesacker, 2014). In addition, parents, family, and mentors can significantly influence the development of a social justice orientation for adults (Caldwell & Vera, 2010; Munin & Speight, 2010; Reason, Roosa Millar, & Scales, 2005; Smith & Redington, 2010).…”

mentioning

confidence: 99%

Developing an Antiracist Stance: How White Youth Understand Structural Racism

Thomann

Suyemoto

2017

The Journal of Early Adolescence

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This qualitative study explored how White youth understand structural racism on an abstract and personalized level and the process of developing these understandings. Structural racism encompasses both institutional racism and the broader effects of racism embedded within social structures. Semistructured interviews were conducted with 16 White youth in seventh or eighth grade in a suburban school. Grounded theory qualitative analysis indicated that developing structural racism understanding for White youth involved a process of (a) developing an initial understanding of the existence and meaning of structural racism, (b) reflecting on this awareness independently and with others, (c) developing emotional connections to these issues (sympathy), (d) developing perspective taking skills and empathy, and (e) engaging and struggling with one's identity as a White person. Results also provided support for the importance of parental racial socialization practices and multicultural antibias education in the process of developing structural racism understanding for White youth.

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confidence: 99%

Developing an Antiracist Stance: How White Youth Understand Structural Racism

Thomann

Suyemoto

2017

The Journal of Early Adolescence

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“…The distinction is similar to the difference between aspirational and mandatory ethics, with LGBTQQI affirmation representing the minimum expected of counselors in their work with gender and sexuality diverse clients (ALGBTIC LGBQQIA, 2013). Development of an ally identity involves active commitment to solidarity with LGBTQQI people beyond the competent provision of counseling services (Perrin et al, 2014). Counselors can be invited to ally with LGTBQQI individuals and communities within the context of the supervisory relationship.…”

Section: Counselor Ally Developmentmentioning

confidence: 98%

“…The need for dialogue in a safe and affirming environment about their own attitudes, biases, privileges, and beliefs is an important component of ally development for counselors and other professional helpers (Perrin, Bhattacharyya, Snipes, Calton, & Heesacker, 2014). It is useful to note that development as an LGBTQQI ally is related to but distinct from the domain of LGBTQQI competence.…”

Section: Counselor Ally Developmentmentioning

confidence: 99%

Beyond Competence: Fostering LGBTQQI Ally Development Through Supervision

Moe

Perera-Diltz

Sepulveda

2014

Journal of LGBT Issues in Counseling

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In this critical literature review, the authors examine how counseling supervisors can ethically and effectively foster supervisees ' lesbian, gay, bisexual, transgender, queer, questioning, intersex (LGBTQQI) ally development. Synthesis of the integrated developmental model of supervision with a framework for affirming LGBTQQI case conceptualization is described. Practical examples are provided for each component of the proposed model, and a case study is provided to illustrate application of LGBTQQI ally supervision.

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“…However, Becker and Swim (2011) found that this can be especially difficult for men to do when sexism is subtle (as compared to overt sexism); allies should be especially mindful of this. For other communities where misinformation can be common, such as the LGBTQ community, understanding minority issues can also entail learning to separate myth from fact (Perrin, Bhattacharyya, Snipes, Calton, & Heesacker, 2014). This type of learning can come from talking directly with minorities, and/or by seeking out external resources to find out more.…”

Section: Knowledge and Awarenessmentioning

confidence: 99%

“…Participating in events, rallies, and trainings are also an important part of ally advocacy (DeTurk, 2011; Fingerhut; Sabat et al). Perrin et al (2014) built off of this idea by suggesting that advocacy can be more public, such as supporting antidiscrimination publicly in an online blog or other platform.…”

Section: Action and Advocacymentioning

confidence: 99%

Allyship as a Diversity and Inclusion Tool in the Workplace

Salter¹,

Migliaccio²

2019

Advanced Series in Management

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Purpose-This chapter reviews previous research on allyship: non-minority individuals who choose to support minorities while working to end discrimination and prejudice. In particular, the focus of this chapter is on how allyship applies to the workplace. We argue that allyship can be a diversity management tool to help reduce workplace discrimination. Methodology-To explore this topic, we conducted a literature review on allyship in the workplace and synthesized previous research together. We examined research from both organizational and non-organizational settings. Findings-Our review of previous literature is divided into three sections. First, we discuss what all entails allyship, including knowledge, communication, and, in particular, action. Next, we discuss the many outcomes previous research suggests comes from allyship (including benefits to other individuals, benefits to the overall culture, and benefits to the ally him or herself). Finally, we conclude with a discussion of who is likely to become an ally as well as the journey a person goes through to become a true ally. Value-This chapter can be useful for practitioners who wish to promote allyship within his or her workplace. Organizations that want to strengthen their diversity and inclusion climate can consider developing ally training programs and promoting ally culture. Additionally, this chapter can be useful for researchers who wish to study the topic. Currently, there is a dearth of research on allyship specifically within the workplace; this chapter can help future researchers identify areas for empirical exploration.

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Creating Lesbian, Gay, Bisexual, and Transgender Allies: Testing a Model of Privilege Investment

Cited by 23 publications

References 31 publications

Developing an Antiracist Stance: How White Youth Understand Structural Racism

Developing an Antiracist Stance: How White Youth Understand Structural Racism

Beyond Competence: Fostering LGBTQQI Ally Development Through Supervision

Allyship as a Diversity and Inclusion Tool in the Workplace

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