Using Mohr's (2002) model of the heterosexual therapist as the theoretical framework, this study examined lesbian women's perceptions of heterosexual counselors based on heterosexual identity development. Specifically, it was hypothesized that lesbian women's perceptions of a heterosexual counselor would differ based on the counselor's working model of heterosexual identity development, as conceptualized by Mohr (2002). It was also hypothesized that Mohr's integrative working model would be perceived most positively by participants, followed by the politicized, democratic, and lastly the compulsory working model. Participants were 144 self-identified lesbian, gay, and/or queer-identified women surveyed through an email advertisement. Counselor heterosexual identity was operationalized through vignettes portraying dialogues between a counselor and client. Perceptions were measured by the Counselor Effectiveness Rating Scale (CERS; Atkinson & Wampold, 1982) and one item assessing utilization intent. Covariates included positive and negative trait affect, measured by the Positive and Negative Affect Schedule (PANAS; Watson, Clark, & Tellegen, 1988), and internalized homophobia, assessed with the Lesbian Internalized Homophobia Scale (LIHS; Szymanski & Chung, 2001). Results indicated significant differences in perceptions between counselor working models, such that the compulsory counselor was rated significantly lower than the other three counselors, both in terms of credibility and utilization intent. Implications of this study include shedding light on the identity dynamics of privileged group members in a counseling setting, as well as reaffirming the importance of self-knowledge and training experiences for counselors of privilege to increase multicultural competence, especially in terms of sexual orientation.

Graduation date: 2006 / Two decades of literature from national college student climate reports measuring student attitudes toward people who are lesbians, gays, bisexuals, and transgender (LGBT) indicate, “anti-GLBT intolerance and harassment has been prevalent” (Rankin, 2003). This study seeks to explore the determinants of such attitudes and explore the life contexts of students’ processes by which they came to hold such attitudes through a qualitative interview approach. The eight themes that emerged from the interviews reflect participants’ own voices and their worldviews about LGBT people. These themes inform a framework of general recommendations for student affairs programming efforts to reduce homophobia and resistance to LGBT people and lifestyles throughout campus.