Teaching intersectional LGBT psychology: reflections from historically Black and Hispanic-serving universities

Recent curricular developments emphasising coverage of sexuality resulted in the creation of psychology courses devoted to ‘lesbian, gay, bisexual and transgender’ (LGBT) content that parallel diversity courses that focus on gender or race. However, an intersectional pedagogical approach may strengthen student understanding of not only the LGBT psychology but also the matrix of oppression as related to a multitude of social inequalities. This article presents instructors' reflections documenting the benefits and challenges of using critical liberatory feminist pedagogy and an intersectional framework in teaching two courses, Black Issues in LGBT Psychology and Psychology of Gender, Race, and Sexuality within the cultural contexts of a historically Black university and a Hispanic-serving university. Examples of assignments and student reactions are provided. Implications are drawn for diversity-themed courses that may focus exclusively on race/ethnicity, sexual orientation and/or gender identity without attention to intersections of race, gender, class, religion, ability or national origin. This ignores powerful pedagogical opportunities to advance students' critical consciousness. Instructors' use of an intersectional pedagogical approach can provide opportunities to enhance student consciousness regarding multiple identities and oppression and, subsequently, may result in increased student action to promote social change towards group equality.