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people completing studies are sometimes fearful or reluctant to classify themselves as les-
bian, gay, bisexual, or transgender. Further, the LGBT community is an extremely diverse
group of people. They vary in sociodemographic characteristics such as ethnic or racial
identity, age, education, income, and place of residence (Meyer, 2001).
This diversity extends to the degree to which they may or may not self - identify
with the community. As a result, the community is referred to by a myriad of names.
Terms such as LGBT and GLBT and queer, homosexual, gay, and lesbian are often

used interchangeably. The terminology chosen will be specific to the individual ’ s own
personal identity and politics (Ferris, 2006). It is crucial that health educators and pub-
lic health professionals not assume that any one term captures everyone who identifi es
as LGBT. For example, some lesbians may prefer the term gay to the term lesbian.
Some members of the LGBT community, especially those born after 1970, may be
very comfortable with the term queer, whereas many other member of the community

find the term extremely offensive (Peterkin & Risdon, 2003). Although terminology is
certainly not the foundation of any community, it can be relevant and helpful as health
educators and health professionals attempt to address and target a community for dis-
ease prevention and health promotion (Ferris, 2006).

HEALTH ISSUES OF THE LGBT COMMUNITY

Heterosexism and homophobia are the two most obvious social health issues for the
LGBT community. Studies show that lesbian, gay, bisexual, and transgender popula-
tions have the same basic health needs as the general population but experience health
disparities and barriers related to sexual orientation and gender identity or expression.
Many individuals avoid or delay care or receive inappropriate or inferior care because
of perceived or real homophobia and discrimination by health educators and health
care professionals (Shankle, 2006).
Sadly, literature regarding health education and sexual orientation is extremely
limited. Obviously, this area is controversial, and policymaking specifi c to sexuality
education and especially programs involving sexual orientation has become increas-
ingly politicized (Rienzo, Button, Sheu, & Li, 2006). Lack of sensitive curricula and
program policies forces many gay youths to become the invisible minority (Anderson,
1997). Moreover, the limited research that has been done supports the existence of
homophobia and heterosexism among health educators in the schools, which increases
the invisibility of gay youths. It is impossible for gay youths to feel emotionally safe
in schools if they first are invited to feel invisible (Woodiel, Angermeier - Howard, &

Hobson, 2003).
For example, one study revealed that one - third of health teachers indicated gay
and lesbian rights are a threat to the American family and its values (Telljohann, Price,
Poureslami, & Easton, 1995). Additionally, more than half of the health teachers indi-
cated that gay and lesbian support groups would not be supported by their school
administrator (Telljohann et al., 1995). Another study looked at physical educators ’
confi dence in teaching health education content areas and revealed that they felt least

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