This article was downloaded by: [T&F Internal Users], [Melody Harris]
On: 23 October 2013, At: 07:23
Publisher: Routledge
Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered
office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK
American Journal of Sexuality Education
Publication details, including instructions for authors and
subscription information:
http://www.tandfonline.com/loi/wajs20
“What's Your BiQ?”
a
Theresa
This article was downloaded by:
[T&F Clark
Internal Users], [Melody Harris]
a
On: 23 October 2013, At: 07:23ActionAIDS , Philadelphia , PA , USA
Publisher: Routledge
Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered
office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK
American Journal of Sexuality Education
To cite this article: Theresa Clark (2013) “What's Your BiQ?”, American Journal of Sexuality
Publication details, including instructions for authors and
Education, 8:3, 172-184, DOI: 10.1080/15546128.2013.828341
subscription information:
http://www.tandfonline.com/loi/wajs20
To link to this article: http://dx.doi.org/10.1080/15546128.2013.828341
“What's Your BiQ?”
a
Theresa Clark
PLEASE SCROLL DOWN FOR ARTICLE
a
ActionAIDS , Philadelphia , PA , USA
Taylor & Francis makes every effort to ensure the accuracy of all the information (the
“Content”) contained in the publications on our platform. However, Taylor & Francis,
our agents, and our licensors make no representations or warranties whatsoever as to
the accuracy, completeness, or suitability for any purpose of the Content. Any opinions
and views expressed in this publication are the opinions and views of the authors,
and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content
To
cite this
Theresa
(2013) “What's
Your BiQ?”, American
Journal
of Sexuality
should
not article:
be relied
upon Clark
and should
be independently
verified with
primary
sources
Education,
8:3, 172-184,
DOI: Francis
10.1080/15546128.2013.828341
of information.
Taylor and
shall not be liable for any losses, actions, claims,
proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or
To
link to this
article:arising
http://dx.doi.org/10.1080/15546128.2013.828341
howsoever
caused
directly or indirectly in connection with, in relation to or arising
out of the use of the Content.
This article may be used for research, teaching, and private study purposes. Any
PLEASE
SCROLL
DOWN FOR
ARTICLE redistribution, reselling, loan, sub-licensing,
substantial
or systematic
reproduction,
systematic supply, or distribution in any form to anyone is expressly forbidden. Terms &
Taylor
& Francis
makes
effort
ensure
the accuracy of all the information (the
Conditions
of access
andevery
use can
beto
found
at http://www.tandfonline.com/page/terms“Content”)
contained in the publications on our platform. However, Taylor & Francis,
and-conditions
our agents, and our licensors make no representations or warranties whatsoever as to
the accuracy, completeness, or suitability for any purpose of the Content. Any opinions
and views expressed in this publication are the opinions and views of the authors,
and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content
should not be relied upon and should be independently verified with primary sources
of information. Taylor and Francis shall not be liable for any losses, actions, claims,
proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or
howsoever caused arising directly or indirectly in connection with, in relation to or arising
out of the use of the Content.
This article may be used for research, teaching, and private study purposes. Any
substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing,
systematic supply, or distribution in any form to anyone is expressly forbidden. Terms &
Conditions of access and use can be found at http://www.tandfonline.com/page/termsand-conditions
American Journal of Sexuality Education, 8:172–184, 2013
Copyright © Taylor & Francis Group, LLC
ISSN: 1554-6128 print / 1554-6136 online
DOI: 10.1080/15546128.2013.828341
“What’s Your BiQ?”
THERESA CLARK
ActionAIDS, Philadelphia, PA, USA
The topic of bisexuality and discussion of bisexual individuals is
sorely lacking from discussions about human sexuality. This lesson plan brings visibility to the invisible. Helping educators and
students become more aware of bisexuality can help them become
more savvy about working with diverse issues around sexuality, especially as they relate to sexual orientation. This lesson plan will address myths about people who are bisexual. Participants will become
familiar with the Klein Sexual Orientation Grid and learn how to
use it to understand bisexuality as dynamic and multifaceted.
KEYWORDS Bisexuals, bisexuality, sexual orientation, Klein Sexual Orientation Grid, attraction
INTRODUCTION
Bisexual individuals are in many ways a hidden population (Firestein, 2007).
When recognized, bisexuality is often viewed as being “part gay” and “part
straight” rather than being its own unique orientation (Ochs, 2006). Bisexual
people also face not only the discrimination confronting the lesbian, gay, and
transgender (LGT) community because of their nonheterosexuality but also
resistance from the LGT community (Ochs, 2006). The topic of bisexuality
and discussion of bisexual individuals is sorely lacking from discussions
about human sexuality. This lesson plan brings visibility to the invisible.
Helping educators and students become more aware of bisexuality can help
them become more savvy about diverse sexuality issues, especially as they
relate to sexual orientation. This lesson plan addresses myths about people
who are bisexual. Participants will become familiar with the Klein Sexual
Orientation Grid and learn how to use it to understand bisexuality as dynamic
and multifaceted.
Address correspondence to Theresa Clark, ActionAIDS, Prevention Services, 1216 Arch
Street, 6th floor, Philadelphia, PA 19146. E-mail: [email protected]
172
What’s Your BiQ?
173
GOAL
The goal of this workshop is to explore bisexuality through the lens of
sexual orientation, gender identity and behavior, recognizing the fluidity
and complexity of sexual identity. It is designed to build knowledge and
increase awareness about bisexuality and bisexual individuals.
OBJECTIVES
By participating in this workshop, participants will be able to:
• explain the variance in the meaning of bisexuality;
• dispel three myths about bisexuality;
• complete the Klein Sexual Orientation Grid and learn how to use it to
understand bisexuality as dynamic and multifaceted; and
• identify two strategies to be more inclusive of people who are bisexual
when designing and/or facilitating sexuality education programs.
INTENDED AUDIENCE
This lesson plan is designed for individuals in the field of sexuality education,
those learning to be sexuality educators, or students enrolled in a human sexuality course. The lesson plan takes an introductory approach to explaining
the multifaceted and complex nature of bisexuality. The lesson can be for a
group as small as 3–4 or as large as 20–25. If facilitator is working with a larger
group, additional time will be needed to process participant reactions. Alternatively, if the facilitator will meet with the group again, the Klein Sexual Orientation Grid can be given to participants to complete on their own time and
when the group reconvenes, facilitator can process responses at that time.
TIMING
The lesson is designed for a two-hour workshop. If more time is available,
the facilitator can allow for additional group discussion and processing.
MATERIALS NEEDED
• Flip chart paper (or newsprint), markers, and tape
• Bisexual Myths (Handout)
• Klein Sexual Orientation Grid (Handout)
174
T. Clark
PROCEDURE
1. Introduce self, giving brief background of experience and/or interest in
facilitating sexuality education programs. Have group introduce themselves,
including their name, where they work, and one expectation they have about
the workshop.
2. Establish ground rules to create safe, supportive environment. Consider using the acronym “CRABS” (Confidentiality, Respect, Attention, Be
open, Sensitivity/safety). Another option is the acronym “ROPES” (Respect,
Open-Mindedness, Participation/Process, Education, Sensivity/Safety)
3. Ask if participants have ever attended a workshop on bisexuality.
(Typically not many folks have done so.) Explain that this workshop will
bring visibility to the invisible, as bisexual individuals are rarely “seen” and
bisexuality is often unrecognized as its own sexual orientation. For example,
a woman with a male partner is presumed to be straight; if with a female
partner, assumed to be lesbian; a woman alone, probably hetero based on
our heterosexist assumptions, unless she is in a lesbian venue, in which
case presumed to be a lesbian. An optional way to convey this point is to
put the pairs (women with male; women with women; women alone, etc.)
on newsprint and ask the group how most people would define the sexual
orientation of the various pairings.
4. Ask participants: “What kind of behavior would a bisexual person
have to engage in for other people to see them as bisexual? Give participants
time to respond. (Possible answers include: they could walk into the room
with a man and a woman on each arm; or could have multiple partners;
or could leave someone for someone of a different gender. (Interestingly,
in this scenario people still might not read them as bisexual, rather, having
finally “finished” coming out or “gone straight”.) Take away point: bisexuals
are rarely seen.
5. Explain definitions of sex, gender identity, gender expression and
sexual orientation as a foundation for talking about bisexuality. Write each
word on newsprint, asking the group for their definition. Further explanation
can include terms that are used to describe each definition. Facilitator can use
definitions they most prefer. See Glossary for suggested definitions and terms.
6. Explain that the use of the word bisexual as a label and identity varies
from group to group and from bisexual individual to bisexual individual.
The most common definition of bisexuality as “someone who is attracted
to both males and females” is too simplistic. Sexual orientation and gender
identity are complex and fluid concepts. Since no one definition can fully
cover all the different types of bisexuals that exist in this world, here are a
few of the more popular definitions people may use:
• Someone who is capable of feeling romantic, spiritual, and/or sexual attraction for two or more genders.
What’s Your BiQ?
175
• A person who loves regardless of gender.
• One who loves individuals first and genders second.
• An individual open to sexual or emotional exploration with other gendered
partners.
• Bisexuality is a sexual orientation in which an individual experiences
a combination of sexual and affectional attraction to members of all
sexes/genders; engages in varying degrees of sexual activities with them;
and self-identifies as bisexual in a way that is consonant with personal,
social, political, and lifestyle preferences (Smiley, 1997).
• The capacity for emotional, romantic and/or physical attraction to more
than one sex or gender. That capacity for attraction may or may not manifest itself in terms of sexual interaction (Miller et al., 2007).
Discussion Questions:
•
•
•
•
•
What do you think about these definitions?
Which ones do you like? Why?
Which ones do you dislike? Why?
What terms have people heard to define/describe bisexuals?
What do you think about these terms?
7. Explain that there are a number of identities people may use to
describe their sexual orientation and/or gender identity that incorporates
bisexuality, such as queer; pansexual; heteroflexible; homoflexible; omnisexual; ambisexual; and fractured identies such as: bi-dyke; lesbian identified
bisexual; gay identified bisexual; bisexual identified gay man (see Glossary).
Ask group if they have heard of these words used to describe identity and/or
behavior. What have they heard? Do they agree/disagree? Emphasize how
“identity language” is always evolving and thus important for sexuality educators to be as inclusive and respectful to the terms people use to describe
themselves.
8. There may be reasons why a person would not want to use any
term to describe their bisexuality. Ask what some of those reasons might
be. Supplement participants’ responses with the following, as needed. Some
may:
•
•
•
•
•
•
not like labels of any kind
feel a different label better suits their needs
privately identify as bisexual, but not want to deal with public stereotyping
not be sure they are “bi” enough
feel that their attraction to the other gender is an isolated incident
reject the “bi” label because they believe that “bi” reinforces the binary
sex/gender system
176
T. Clark
Ask the group for their feedback/thoughts. Validate responses and
summarize discussion with this concept: what we call ourselves is
“immeasurable”—there is power in identity, language and sense of community. It is a personal process, however we choose, and we need to be
respected as we are. Our identity is also a declaration to the social organization of one’s standing within it. Let us respect one another, speak from
experiences, listen to each other’s stories, and figure out ways to increase
understanding and acceptance.
9. Distribute the handout Bisexual Myth or Fact to each person and ask
them to form pairs and complete the handout. Give them about 10 minutes,
then review answers with participants referring to the answers provided in
the Educator Resource.
Discussion Questions:
Have you heard of these myths?
Which myths, if any, do you think people believe to be true?
What other myths about bisexuals have you heard?
What connection do you see between these myths and biphobia? (See
Glossary.)
• How would you respond to someone who stated one of these myths as
fact?
•
•
•
•
10. Ask how many have heard of the Kinsey Scale and/or Klein Sexual
Orientation Grid? For those who raise their hand, ask them what they know
about the Kinsey Scale and/or the Klein Grid. Continue to explain to the
group that in 1948, Dr. Alfred Kinsey, of the Kinsey Institute, developed a
scale to describe a person’s sexual experience with a range from 0 to 6. Zero
represents exclusively heterosexual experiences and 6 represents exclusively
homosexual experiences. The Klein Sexual Orientation Grid was developed
by Fritz Klein (1932–2006) and measures sexual orientation by expanding
on the earlier Kinsey scale.
The Klein grid investigates sexual orientation in the past, present and
idealized future with respect to seven variables. Klein’s idea was that sexual
orientation was a dynamic, multi-variable process. He thought that an individual’s sexual orientation was composed of sexual and non-sexual variables
which differed over time. There are three variables which directly describe
the sexual self (attraction, fantasy, and behavior), three which describe aspects considered crucial to the composition of sexual orientation (emotional
preference, social preference, and heterosexual or homosexual lifestyle1 ),
and also the variable of self-identification. Today the terms “preference,”
“homosexual,” and “lifestyle” may be less accepted as they once were; however, some people do continue to use these terms. If participant(s) comment
1
These are the terms Klein used to describe the variables.
What’s Your BiQ?
177
about the terms used on the KSOG, facilitator can explain the fact that our
language, as it relates to talking about sexual orientation, gender identity
(and many other issues), is constantly evolving. Individuals should try to
understand the rationale for suggested terms, and should be sensitive to the
social changes that might dictate the use (or not) of specific words.
11. Pass out the Klein Sexual Orientation Grid handout and ask participants to complete it. Read through directions at top of handout and ask
participants what questions they have. Remind participants that there is no
right or wrong answers; nor is there a “score.” Tell them that they will not
have to share their responses with the larger group and their answers can
remain private. Give the group about 15 minutes to complete the grid. As
participants are completing their grid, facilitator may want to walk around
the room and check in to see if anyone has questions/concerns.
12. When participants have completed the Grid, use the following questions as a guide to discussion. Depending on size of group, facilitator has the
option of breaking participants into small groups to answer the discussion
questions and then reconvening to the large group to talk collectively about
their experience. In this case, remind participants that they can share as little
or as much as they like in their small groups.
Discussion Questions:
How did it feel to complete this grid?
What, if anything, was difficult or challenging about the activity?
Were you surprised by anything?
Do you think this activity is helpful in talking about the fluidity of sexual
orientation? Why or why not.
• How does the element of time (past, present, ideal) influence one’s
identity?
• Do the variables Klein developed influence self-identification?
• What questions do you have about the grid?
•
•
•
•
Implications and Points to Make (Facilitator Notes)
Observe how people’s identity, behavior, or fantasies may change over time.
Klein’s research, along with others’ in the field, shows significant fluidity
in self-identification. The facilitator may want to reflect on any fluidity
and remind participants to reflect how their particular self-identification
and self-understanding was valid for them at each particular time of their
life, including participants who report not experiencing any variance. For
participants who report not finding meaning in completing the KSOG,
validate that experience (or lack thereof), and redirect processing questions
to the experience of hearing the responses of others and what they may
have learned from them.
Sexual orientation sometimes has little to do with sexual behavior. Different people may have the same distribution of sexual behavior in the past
178
T. Clark
and/or present, but have different sexual orientations (hetero, bi, gay, asexual). For example, all those who identify as hetero may not have the exact
same behavior, or all those who identify as bisexual may not have the same
attitudes, ideas, values, beliefs, behaviors, or style of living.
Research on the Klein grid has shown that many people were sure they
would be heterosexual all their lives but discovered later that they no longer
were. This speaks to the fluidity of sexual orientation. It also encourages us
to treat others as one would like to be treated, regardless of one’s current
sexual orientation, as one’s identity may change over the course of time.
Note how one’s community of support (or lack thereof) can influence
one’s self-identification or identity. Someone may identify as homosexual or
heterosexual, for example, where there is no support for being bisexual.
Some may even identify as heterosexual where there is no support for being
bisexual or gay.
One of the main outcomes of using this grid can be to illustrate that
there is not just one sexual orientation: heterosexual; that there are not just
two sexual orientations, heterosexual and gay, and even that there are not
just three sexual orientations: hetero, gay, and bisexual, but indeed a whole
spectrum of complex, interacting, and fluid factors that make up our sexual
orientation.
13. Break participants into groups of four. Each small group is to come
up with three ways to become an ally for bisexual people. Give several
minutes for small groups to work together and then ask each small group to
report on their ideas. Supplement, as needed, with the following:
• Celebrate Bisexuality Day September 23.
• Validate the existence of bisexual people/bisexuality by being inclusive
(i.e., say the word “bisexual”).
• Establish programs/supports for specifically for people who are bisexual.
• Display signs or symbols that welcome people who are bisexual in the
classroom or office waiting area (i.e., the Bisexual flag, put bisexual symbol
pins/buttons on bulletin boards).
• Make materials/information available that specifically mention bisexuality
(resources available from Bisexual Resource Center, Fenway Community
Health Center, and American Institute for Bisexuality).
• Show YouTube clips on bisexuality, such as the “It Gets Better” video here:
http://bit.ly/ItGetsBetterAIB.
• Continue self-education.
14. Conclude by asking a few volunteers to share something new they
learned about bisexuality, or how they might use the information they
learned about bisexuality in their work.
What’s Your BiQ?
179
REFERENCES
Firestein, B. (Ed.). (2007). Counseling bisexuals across the life span. New York, NY:
Columbia University Press.
Miller, M., Andre, A., Ubin, J., & Bessonova, L. (2007). Bisexual health: Model practices for HIV/STI prevention programming. New York, NY: National Gay and
Lesbian Task Force Policy Institute, The Fenway Institute, BiNET USA.
Ochs, R. (2006). Biphobia: It goes more than two ways. In B. Firestein (Ed.), Bisexuality: The psychology and politics of an invisible minority (pp. 317–239).
Thousand Oaks, CA: Sage.
Ochs, R. (2009). Biphobia. In R. Ochs & S. Rowley (Eds.), Getting bi: Voices of
bisexuals around the world. Boston, MA: Bisexual Resource Center.
Rust, P. C. R. (2000a). The biology, psychology, sociology, and sexuality of bisexuality. In P. C. R. Rust (Ed.), Bisexuality in the United States: A social science
reader (pp. 403–470). New York, NY: Columbia University.
Smiley, E. B. (1997). Counseling bisexual clients. Journal of Mental Health Counseling, 19(4), 373–382.
GLOSSARY
Ambisexual: Seeing sexual identity and desire as something that fluctuates over a lifetime, thus people might be more or less attracted to different
genders at different times, or prioritize other aspects of sexuality such as
how much sexual desire they have, or the sexual activities and roles they
enjoy.
Asexual: Refers to people who do not experience sexual attraction or
who do not wish to act upon it.
Bi-dyke: See Lesbian-identified bisexual (fractured identities).
Biphobia: Negative attitudes, emotions, behaviors and structures relating to bisexual people and others who are attracted to more than one
gender. Examples include: Looking at a bisexual person and automatically
thinking of their sexuality rather than seeing them as a whole person; Feeling like you can’t trust a bisexual in a relationship; Believing that bisexual
individuals spread HIV/STDs; Thinking that bisexuals haven’t made up their
minds.
Bisexual: Refer to content of lesson plan for multiple definitions.
Bisexual-identified gay man: See Lesbian-identified bisexual (fractured identities).
Cisgender: A cisgender person is someone who identifies as the gender/sex they were assigned at birth. The common use of cisgender suggests
that it is the opposite of transgender.
Gay-identified bisexual: See Lesbian-identified bisexual (fractured
identities).
180
T. Clark
Gender: A person’s sex, as in male, female or other. Term refers to the
socially and culturally decided upon behaviors, expectations, roles, clothing,
grooming, values and beliefs typically assigned to males or females.
Gender expression: The way one presents oneself to the world, as
either masculine or feminine, or both or neither. This can include dress,
posture, vocal inflection, and other behavior. Terms include—masculine,
butch, femme, androgynous, feminine.
Gender identity: A person’s deep sense of being male, female,
neither or both; or something else entirely. Gender identity terms may
include—woman, man, transgender, two-spirit, transsexual, trans, genderqueer.
Heteroflexible: Describes those who self-identify as heterosexual but
have same sex attractions and/or behaviors.
Homoflexible: Describes those who self-identify as lesbians or gay
men and have other sex attractions and/or behaviors.
Lesbian-identified bisexual: Some bisexual people adopt “fractured
identities” in an attempt to maintain identification with lesbian or gay communities and politics.
Omnisexual: Being attracted toward people of all genders (see
pansexual).
Pansexual: Being attracted toward people of all genders (see
omnisexual).
Queer: A reclaimed term used by some to refer to LGBT in general, or
more specifically to those who challenges the binaries of sexual orientation
and/or gender identity.
Sex: Refers to a person based on their anatomy (external genitalia, chromosomes, and internal reproductive system). Sex terms may include male,
female, and intersex. Sex is biological, although social views and experiences
of sex are cultural.
Sexual orientation: The deep-seated direction of one’s attraction for
others. Attraction includes sexual, emotional, physical, spiritual, and so forth.
Terms people use may include pansexual, heterosexual (hetero), lesbian,
gay, bisexual, same gender loving, queer, asexual.
Transgender: An umbrella term to describe the continuum of individuals whose gender identity and/or expression to varying degrees differs from
the sex they were assigned at birth. Transgender people may identify as
female-to-male (FTM) or male-to-female (MTF). Transgender people may or
may not decide to alter their bodies hormonally and/or surgically.
Bisexual Myth or Fact Handout
Directions: Mark each statement T for true or F for false.
What’s Your BiQ?
181
1. _____ Being a bisexual person means being unfaithful to your partner(s).
2. ______ There is no such thing as bisexual person. You’re either
gay/lesbian or straight, no in between.
3. ______ To be bisexual, you have to love genders equally.
4. ______ Bisexual individuals are confused about their sexuality. They
can’t have it both ways. They should stop being “fence sitters” and make a
choice!
5. ______ Society accepts bisexual people more than they accept people
who are lesbian and gay.
Answer Key: Bisexual Myths and Facts
Being a bisexual person means being unfaithful to your partner(s) MYTH
A person’s decision to be monogamous with a partner is an individual choice
influenced by many things involved in a relationship and in that person’s
own personality. Some bisexuals have open relationships and have relationships with different people of different genders on different levels. Other
bisexuals are in long term monogamous relationships, including faithful
marriages. Different people simply make different choices as to how to
go about relationships. This is not determined by the person’s sexual orientation but rather by themselves and, in some cases, their partners (Ochs,
2009).
There is no such thing as bisexual person. You’re either gay/lesbian
or straight, no in between - MYTH
“Gay or straight?”; “republican or democrat?”; “male or female?” It is this
attitude that all things fall into extremes or binaries that keeps many people
from acknowledging and learning about bisexuality. There are many people
who identify as bisexual in this world. This is the label that they feel best
describes their attractions, be they physical or emotional, towards different
genders. Often times one may remain unaware of a friend or relative’s bisexuality because of this tendency (by either party) to classify everything as
either gay or straight.
To be bisexual, you have to love genders equally - MYTH
Identifying as bisexual does not set a limit as to how attracted one must
feel towards either gender. There is no defined cut off point at which one
must cease to identify as bisexual and must identify as gay/lesbian or straight
because of a shift in attractions. Most bisexuals do not feel equally attracted
to genders on sexual and emotional levels, and experience shifts in attraction
levels to genders. Furthermore, bisexuals do not spend equal time engaged
182
T. Clark
in sexual behaviors with their partners. Some bisexuals are not attracted to a
gender per se, but are instead attracted to the person’s personality or various
other attributes and take note of gender afterwards, if at all (Rust, 2000).
Bisexual individuals are confused about their sexuality. They can’t
have it both ways. . .they have to make a choice and can’t be “fence
sitters” - MYTH
This is quite possibly the hardest myth to dispel because of the fact that
many people do transition from identifying as straight to identifying as gay
or lesbian (and vice versa) and use the label bisexual as an aid in their
transition. There is nothing wrong with this and in fact many people may
feel bisexual for a time in their lives and then find that they identify more
as gay/lesbian or straight, than bisexual. Most self-identified bisexuals have
made their choice. What is meant by choice here is in choosing that label
and NOT in choosing their sexual orientation. For some bisexuals, their
sexual identity/sexual orientation appears to be fluid (Rust, 2000).
Bisexual people are more accepted by straight society - MYTH
This myth has also been expressed as some “bisexuals are more accepted
by gay/lesbian society.” The truth is that although bisexual activists fight
for many of the same rights as gay and lesbian people do, they are not
always made to feel welcome as a part of the community/movement. The
heterosexual community often groups bisexuals as being confused or undercover gays or lesbians and so rejects bisexual people and the concept
of bisexuality. Many straight and gay people will perpetuate the myths and
stereotypes associated with bisexuality, leading to biphobia. To pass for
straight and deny your bisexuality is just as painful and damaging for a bisexual person as it is for a gay person to have to deny their identity (Ochs,
2009).
THE KLEIN SEXUAL ORIENTATION GRID HANDOUT
In this grid, you will be choosing three numbers, one for each of three aspects
of your life: your past, your present, and your ideal. Beginning with your
past (up to a year ago), ask yourself where you fit on this scale and select
the number that best describes you. Write this number in the corresponding
box marked “Past” on the line for each of the variables A-G. Note the two
different scales of numbers: one scale for variables A-E, and one scale for
variables F and G. Then select a number that describes your present sexual
attraction using the preceding year as the time period you consider. Write
this number in the box marked “Present” for each of the variables A-G. Now
ask yourself which number you would choose to be if it were a matter of
183
What’s Your BiQ?
choice or will, that being your Ideal, and write that number for each variable
under “Ideal.”
Variable
Past
Present
Ideal
A. Sexual attraction
B. Sexual behavior
C. Sexual fantasies
D. Emotional preference
E. Social preference
F. Self-identification
G. Hetero/Gay “lifestyle” (i.e., political identity,
community affiliation, belief system, values, attitudes,
etc.)
Scale 1 (Variables A to E)
Other sex Other sex
Other sex
Both sexes
Same sex
Same sex Same sex
only
mostly
somewhat more
equally
somewhat more mostly
only
1
2
3
4
5
6
7
Hetero
only
1
Hetero
mostly
2
Scale 2 (Variables F and G)
Hetero somewhat
Hetero/
Gay somewhat
more
Gay
more
3
4
5
Gay
mostly
6
Gay
only
7
A. Sexual Attraction
Here we are thinking about our sexual attraction (not behavior). Who
“turns you on”. . .to who are you sexual attracted?
B. Sexual Behavior
Here we look at actual behavior as opposed to sexual attraction. With
whom do you have sex? Use the scale to rate yourself. As with the previous
scale, choose a number for past, present, and ideal sexual behavior, then
enter the numbers on the grid, this time under Variable B.
C. Sexual Fantasies
The third variable is sexual fantasy. Whether they occur during masturbation, while daydreaming, as part of our real lives or purely in our
imaginations, fantasies provide insight. Rate yourself on the scale, and then
enter the numbers on the grid.
D. Emotional Preference
Our emotions directly influence, if not define, the actual physical act of
love. Ask yourself if you love and like only the opposite sex or if you
are also emotionally close to the same sex. Find out where you fit on
the scale; rate yourself as with the other scales. Enter the numbers on the
grid.
184
T. Clark
E. Social Preference
Though closely allied to emotional preference, social preference is often
different. You may love only women but spend most of your social life with
men. Some people, of all orientations, only socialize with their own sex,
while others socialize with the opposite gender exclusively. Where are you
on the scale?” Choose three numbers as you have on the other scales.
F. Self-Identification
Your sexual self-definition is a strong variable since self-image strongly
affects our thoughts and actions. In several cases, a person’s present and past
self-identification differs markedly from their ideal. Choose three numbers
on Scale 2 and fill in the numbers on the grid.
G. Heterosexual/Homosexual “Lifestyle”: Political/Community Affiliation, Belief System, Values, Attitudes, etc.
Some heterosexuals only have sex with the opposite sex but prefer to
spend the majority of their time with gay people. On the other hand, homosexual or bisexual persons may prefer to live exclusively in the gay world,
the heterosexual world, or even to live in both worlds. Political/Community
affiliation may all influence one’s attitudes, values, and beliefs. How do you
think of yourself regarding your way of living?
AMERICAN JOURNAL OF
Sexuality
Education
EDITOR-IN-CHIEF
William J. Taverner, MA
EMAIL
[email protected]
American Journal of
Sexuality Education
Endorsed by the
American Association
of Sexuality Educators,
Counselors, and
Therapists (AASECT)
www.aasect.org
The American Journal of Sexuality Education speaks directly to the
distinct professional needs of sexuality educators, trainers, and
academics who teach sexuality to learners of any age level. This peerreviewed journal offers the latest research about sexuality education
programming and “best practices,” sample lesson plans, reports on
curriculum development and assessment, resource reviews, scholarly
commentary, educational program reports, and media reviews (books,
videos, Internet resources, and curricula).
Content for the journal is always diverse, including research on effective
teaching methods for addressing pregnancy prevention, sexually
transmitted infections, sexual coercion, healthy versus unhealthy
relationships, sexual orientation and identity, sexual response, sexual
decision-making, gender identity, and more. The data reported in the
American Journal of Sexuality Education both educates and informs
its readers and provides the justification so many educators need to
garner support for community and school-based sexuality education
programming.
MANUSCRIPT SUBMISSIONS
The American Journal of Sexuality Education receives all manuscript submission through its ScholarOne
site at http://mc.manuscriptcentral.com/sexedjournal.
MOST-READ ARTICLES
Shifting Paradigms: Moving Beyond “Trans 101” in Sexuality Education, Eli R. Green
Analyzing Gender and Sexuality in Magazine Advertisemnets, Katie Schubert
BDSM Disclosure and Stigma Management: Identifying Opportunities for Sex Education, Tanya Bezreh,
Thomas S. Weinberg, and Timothy Edgar
Prevalence and Correlates of Sexting Behavior in Adolescents, Joseph A. Dake, James H. Price, Lauren
Maziarz, and Britney Ward
Dearly Beloved: Sexuality Education in Faith Communities, Rev. Debra W. Haffner
Foundational Best Practices for Online Sexuality Education, Ryan W. Mckee, Eli R. Green,
and Amelia M. Hamarman
tandfonline.com/WAJS
SUBSCRIBE TODAY!
Subscribe today to the American Journal of Sexuality
Education. Visit www.tandfonline.com/WAJS to enter
your subscription online.
Volume 9, 2014 • 4 issues per year
Print ISSN: 1554-6128 • Online ISSN: 1554-6136
CONTACT INFORMATION IN THE US:
Special Society Rates
Members of the following
societies can receive an
individual print and online
subscription for US$65:
• American Association
of Sexuality Educators,
Counselors, and
Therapists (AASECT)
• Association of Planned
Parenthood Leaders in
Education (APPLE)
• Advanced Sexuality
Educators and Trainers
(ASET)
• International Academy
of Sex Research (IASR)
• The Society for the
Scientific Study of
Sexuality (SSSS)
• The Training Institute
in Sexual Health
Education (TISHE)
Contact
[email protected]
to subscribe today.
Taylor & Francis, Inc.
Attn: Journals Customer Service
325 Chestnut Street, Philadelphia, PA 19106
Toll Free: (800) 354-1420, Press “4”
Fax: (215) 625-8914
Email: [email protected]
OUTSIDE THE US
Informa UK Ltd, T&F Customer Service
Sheepen Place, Colchester, Essex, C03 3LP, UK
Tel.: +44 (0)20 7017 5544
Fax: +44 (0)20 7017 5198
Email: [email protected]
ONLINE SERVICES FROM ROUTLEDGE
Explore the Journal Online: www.tandfonline.com/WAJS
• Visit the Instructions for
Authors page
• Take advantage of news
and offers
• Sign up for new issue alerts
• Enter you subscription
• Recommend a subscription
to your librarian
Facebook & Twitter:
Routledge LGBT Facebook:
https://www.facebook.com/RoutledgeLGBTStudies
Routledge Mental Health Facebook:
https://www.facebook.com/RoutledgeMentalHealth
Routledge Public Health and Social Care Arena:
http://www.healthandsocialarena.com/
Routledge Public Health and Social Care Twitter
https://twitter.com/Routledge_PHSC
NEW-Taylor & Francis Online-Go Mobile.
Start enjoying Knowledge on the Move.
Find out more at http://resources.tandfonline.com
tandfonline.com/WAJS