ABSTRACT
Teaching "lesbian, gay, bisexual and transgender" (LGBT) psychology using an intersectional pedagogical approach provides several advantages to enhance student learning. As more psychology courses focus on LGBT content, the marginalized group's experience becomes the central focus of the curriculum and assumptions of heteronormativity are challenged. A graduate-level course at a Hispanic-serving institution, Psychology of Gender, Race, and Sexuality, required students from diverse backgrounds to connect personal identity intersections with LGBT psychology. Although courses with an exclusive focus on sexual orientation, gender identity, or a combination of LGBT issues have yet to be taught, several faculty in human sciences, humanities, and education incorporate LGBT content into both core and diversity courses. Students were not to be assessed on their learning of course content, but instead their progress in critical thinking and critical reading using LGBT people of African descent as the focus.
