Education on Gender and Sex

摘要 性少数群体和性别少数群体总体上面临着严重的健康不平等，特别是在 种族/民族多样化的SGM生活在南方腹地，那里是该国最大的SGM人口的家园。 尽管全美SGM人群的政治和社会接受度发生了戏剧性的变化， 在普遍存在污名和歧视的南方腹地，进展仍然微乎其微。此外， 很少有健康研究培训项目通过更广泛、多方面的视角来看待性和性别， 包括性取向和性别认同，没有一个位于南方腹地。我们最重要的是 目标是培养注册健康相关学位课程(如公共卫生、社会工作)的研究生。 对卫生研究感兴趣，以增加解决SGM卫生问题的知识和宣传技能。我们会 通过在SGM保健中创建和实施为期4年的性和性别方案来实现这一目标， 性别(性别和性教育)。我们已经建立了独特的社区-学术合作伙伴关系来领导 性别项目，包括魔力城市研究所创始主任艾玛·凯博士，该研究所是 南方腹地为数不多的研究机构设在社区组织内；萨拉博士 麦卡锡，魔力城市LGBTQ健康研究捐赠教授头衔的首任持有者，为数不多的 在全国范围内专门关注SGM健康的职位。我们的具体目标包括：1)发展性别， 混合宣传和以社区为基础的教育计划，涉及核心概念和超本地化 处理保健中的性别和性问题的方法；2)通过以下方式增加对性别和性健康问题的认识和宣传 实施两性平等；3)在全国范围内传播两性平等工具包，以促进地方适应； 实施和评估。一年级包括开发一个为期14周的在线课程，涵盖核心课程 关于SGM健康的概念，提供了对驱动SGM风险和弹性的因素的基础理解 注意跨部门身份(例如，年龄、能力和种族/民族)。该课程还将有以下补充 超本地化方法，包括为期一周的面对面实习，突出以下方面的知识和专业知识 社区合作伙伴和为期6个月的虚拟指导和网络沙龙会议。第二年及第三年 包括征聘两个为期一年的群体(n=5-7名学者，每个群体)和实施性别 程序。第4年包括开发和在全国范围内传播工具包，并指导其他人如何 可以开发、实施和评估其本地改编版本。我们严格的评估计划包括 前后调查，以评估学者对在线课程教授的主题的掌握情况，以及与 与计划导师和教职员工/社区合作伙伴一起进行的学者和调查，以评估 计划改进。通过在全国范围内传播该工具包，将广泛提供两性平等； 支持工具将使组织能够创建与当地相关的经验，供未来的学者进一步 他们对性、性取向、性别和性别认同的理解会影响SGM的健康。

ABSTRACT Sexual and gender minority (SGM) individuals face dramatic health inequities in general, especially among racially/ethnically diverse SGM living in the Deep South, home to the country’s largest SGM population. Despite dramatic shifts in the political and social acceptability of SGM people across the United States, progress remains tenuous in the Deep South, where there is pervasive stigma and discrimination. Further, there are few health research training programs that view sex and gender through a wider, multifaceted lens, inclusive of sexual orientation and gender identity, and none are located in the Deep South. Our overarching goal is to train graduate students enrolled in health-related degree programs (e.g., public health, social work) with an interest in health research to increase knowledge and advocacy skills addressing SGM health. We will achieve that goal through creating and implementing a 4-year sex and gender program in SGM health, GenderS (Education on Gender and Sex). We have built a unique community-academic partnership to lead the GenderS program, including Dr. Emma Kay, founding director of the Magic City Research Institute, one of the few research institutions in the Deep South housed within a community-based organization; and Dr. Sarah MacCarthy, inaugural holder of the Magic City LGBTQ Health Studies Endowed Professorship, one of the few positions nationally focusing exclusively on SGM health. Our specific aims include: 1) Develop GenderS, a hybrid advocacy and community-based education program that addresses core concepts and hyperlocal approaches to gender and sex in health; 2) Increase knowledge of and advocacy for SGM health via implementation of GenderS; 3) Disseminate a GenderS Toolkit nationally to enable local adaptations, implementation, and evaluation. Year 1 includes development of an online 14-week course covering core concepts in SGM health, providing a foundational understanding of factors driving SGM risk and resilience with attention to intersectional identities (e.g., age, ability, and race/ethnicity). The course will be complemented by hyperlocal approaches, including an in-person 1-week residency highlighting knowledge and expertise among community partners and a 6-month period of virtual mentoring and networking salon sessions. Years 2 and 3 include recruitment of two, 1-year cohorts (n=5-7 scholars per cohort) and implementation of the GenderS program. Year 4 includes the development and national dissemination of a toolkit with guidance on how others can develop, implement, and evaluate their locally adapted version. Our rigorous evaluation plan consists of pre/post surveys to assess scholars’ mastery of topics taught in the online course, as well as interviews with scholars and surveys with program mentors and faculty/community partners to assess opportunities for program improvement. Through national dissemination of the toolkit, GenderS will be broadly available; supporting tools will enable organizations to create locally-relevant experiences for future scholars to further their understanding of sex, sexual orientation, gender, and gender identity influences on SGM health.