PSY-6206 v3

Bilodeau, B.L., & Renn, K. A. (2005). Analysis of LGBT identity development models and implications for practice. New Directions for Student Services, 111, 25–39.
Bilodeau and Renn (2005) pose some of the common criticisms of stage model theories of LGBTQ+ identity development. They examine how identity development is often more complex and fluid than what is described in prevalent models.

Bishop, M. D., Fish, J. N., Hammack, P. L., & Russell, S. T. (2020). Sexual identity development milestones in three generations of sexual minority people: A national probability sample. Developmental Psychology, 1–17.
Bishop, Fish, Hammack, and Russell (2020) discuss how sexual identity development may differ intergenerationally as well as across sex and race/ethnicity. Theory behind prevailing identity development models assumes that context matters in terms of how sexual minorities form their identities, and this article demonstrates specific differences as they relate to cultural context. Readers will understand that culture must be considered when discussing LGBTQ+ populations, an issue that will be discussed in more detail in Week 3.

Gervacio, J. (2012). A comparative review of Cass’s and Fassinger’s sexual orientation identity development models. Vermont Connection, 33, 50–59.
Gervacio provides an overview and comparison of two different sexual minority identity models. Implications for using these models to develop more inclusive spaces within higher education are provided. Reading this article will clarify the stages as outlined by two prevailing development models and generate consideration of how these models might be applied in different contexts.

Scherrer, K. S. (2008). Coming to an asexual identity: Negotiating identity, negotiating desire. Sexualities, 11(5), 621–641.
Scherrer discusses how individuals may come to an asexual identity. While not proposing a stage model per se, the article addresses a sub-group within the LGBTQ+ population that has been historically overlooked by identity development research. Reading this article highlights the possible differences between identity formation among asexual-identifying people and others who identify as LGBTQ+.

Simons, J. D., & Beck, M. J. (2020). Sexual and gender minority identity development: Recommendations for school counselors. Journal of School Counseling, 18(19/20), 1–30.
Simons and Beck review seven sexual and gender minority identity development models, providing a breadth of information on the different models and possible implications for practice. This exposes the reader to multiple ways that identity development has been understood while also introducing identity models that address gender specifically.