Facial structure and perception of sexual orientation: Research with face models based on photographs of real people

Facial Structure Predicts Sexual Orientation in Both Men and Women

Archives of Sexual Behavior ◽

10.1007/s10508-014-0454-4 ◽

2014 ◽

Vol 44 (5) ◽

pp. 1377-1394 ◽

Cited By ~ 28

Author(s):

Malvina N. Skorska ◽

Shawn N. Geniole ◽

Brandon M. Vrysen ◽

Cheryl M. McCormick ◽

Anthony F. Bogaert

Keyword(s):

Sexual Orientation ◽

Facial Structure ◽

Men And Women

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Perception of Sexual Orientation from Facial Structure: A Study with Artificial Face Models

Archives of Sexual Behavior ◽

10.1007/s10508-016-0929-6 ◽

2017 ◽

Vol 46 (5) ◽

pp. 1251-1260 ◽

Cited By ~ 6

Author(s):

Julio González-Álvarez

Keyword(s):

Sexual Orientation ◽

Facial Structure

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Culturally and Linguistically Diverse Populations: Serving GLBT Families in Our Schools

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds16.1.11 ◽

2009 ◽

Vol 16 (1) ◽

pp. 11-19 ◽

Cited By ~ 1

Author(s):

Ashley M. Frazier

Keyword(s):

Sexual Orientation ◽

Cultural Competence ◽

Service Delivery ◽

Linguistically Diverse ◽

Culturally And Linguistically Diverse ◽

Diverse Populations ◽

Cultural Issues ◽

Willingness To Disclose ◽

Bisexual And Transgender ◽

Societal Changes

Abstract School speech-language pathologists (SLPs) are increasingly likely to serve children of gay, lesbian, bisexual, and transgender (GLBT) parents or GLBT students as cultural and societal changes create growth in the population and increased willingness to disclose sexual orientation. The American Speech-Language-Hearing Association (ASHA) has a progressive nondiscrimination statement that includes sexual orientation as a protected status and strongly urges the membership to develop cultural competence as a matter of ethical service delivery. The purpose of this article is to describe cultural competence in relation to GLBT culture, discuss GLBT parent and student cultural issues as they are important in parent-school or student-school relations, and to provide suggestions for increasing sensitivity in these types of interactions. A list of resources is provided.

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