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

The role of counselors and counselor educators in promoting social justice values in their clients, students, and larger society has become a recent focal point for the profession (Constantine, Hage, Kindaichi, & Bryant, 2007; Council for Accreditation of Counseling and Related Educational Programs, 2009). One particular area of importance is the fight against heterosexism, as lesbian, gay, bisexual, and transgender (LGBT) issues are coming into the national spotlight through the Don't Ask, Don't Tell Repeal Act of 2010 and the passing or rejection of same-sex marriage laws in several states, which are directly affecting many of the LGBT clients with whom counselors work. The development of heterosexual allies among counseling clients, students, and society is a central way that counselors can contribute to this social movement and act as change agents. It is, therefore, critical that counselors and counselor educators have an understanding of the social and psychological processes that either facilitate or hinder heterosexuals' developmental trajectory toward becoming allies to the LGBT community. Broido (2000) defined allies as "members of dominant social groups (e.g., men, Whites, heterosexuals) who are working to end the system of oppression that gives them greater privilege and power based upon their social group membership" (p. 3). To become an LGBT ally, a heterosexual individual must learn to recognize the structure of privilege and heterosexism (Washington & Evans, 1991), validate the experiences of LGBT individuals (Goodman, 2001), challenge heterosexist attitudes and behaviors, and work to create social equality for LGBT individuals (Reason, Roosa Miller, & Scales, 2005). * Interventions to Create LGBT Allies Research has identified a number of ways that counselors and educators can facilitate heterosexuals' trajectory toward LGBT-ally status. The most common processes include interpersonal contact with LGBT individuals, an LGBT-supportive environment, and educational workshops and courses. For example, one of the most successful interpersonal-contact interventions is an LGBT speakers' panel, where speakers discuss their experiences as members of the LGBT community; this has been a key component of multicultural counselor education (Geasler, Croteau, Heineman, & Edlund, 1995; Nelson & Krieger, 1997). Research has also highlighted the importance of community-based or educational workshops and course work in developing LGBT allies. Athanases and Larrabee (2003) found that 47% of students who had enrolled in a cultural diversity course committed to combating homophobia and supporting the LGBT community after exposure to readings on the history of homophobia and hearing personal experiences of LGBT individuals. Similarly, Waterman, Reid, Garfield, and Hoy (2001) found that many heterosexual students were more interested in becoming LGBT allies after completion of a college course on LGBT issues involving multiple teaching modalities such as guest speakers and movies. Similarly, Iasenza and Troutt (1990) had success facilitating ally development by hosting workshops that used many techniques from traditional counseling, such as helping heterosexuals explore their own stereotypes, engage in problem-solving scenarios involving prejudice, and develop action plans to combat prejudice. Finally, Broido (2000) has combined these various approaches to suggest that ally development arises from formal and informal interactions, courses and workshops, and the messages that educational institutions send to their students. Attitude Change and Behavior Change One commonality of the LGBT ally-development interventions cited previously is that they initially target attitude change, often attempting to reduce heterosexuals' levels of prejudice and increase their awareness of heterosexual privilege. This is a very similar process to counseling, in which counselors help their clients develop more adaptive and accurate attitudes or cognitions surrounding the personal issues they bring into counseling. …