Summary - Research with the LGBTQ+ community

Brief overview

This session aims to support you to feel confident talking to and about LGBTQ+ people and experiences, understanding the different identities and experiences and how to approach LGBTQ+ communities to confidently build and maintain relationships and support research inclusion. 

Presenter information 

This session was co-developed with the Diversity Trust CIC, delivered by:  

Rick Pataky - Public Involvement and Community Engagement Lead and Public Advisory Group Chair for HDRC Medway and member of the Public and Community Partnerships Advisory Board for the Specialist Centre for Public Health 

Dr Lauren Hall – Methodologist at the Specialist Centre for Public Health and co-lead for Equality, Diversity and Inclusion for the Centre 

Joni Clark – Equality, Diversity and Inclusion Trainer and Consultant specialising in LGBTQ+ communities in the Diversity Trust CIC  

Key takeaways and top tips (time stamped) 

• (03.34) Learning Together The team leading the session outline working practices for creating a safe and inclusive space for learning.  This includes being accepting and mindful of different levels of experience around these issues and attending to self-care.

• (06:00) Sex, gender and sexuality Sex typically refers to the body/physiology.  Gender typically refers to the cultural/social/psychological. They may be used interchangeably in day-to-day life, in research they are generally referred to separately.  Sexuality refers to someone’s sexual/romantic orientation (i.e. who they are attracted to).  How someone identifies doesn’t always align with practice and orientation.   

• (09.51) Health inequalities mental health is one of the most talked about areas of LGBTQ+ health. LGB people are around twice as likely to report poor mental health.  A substantial proportion of LGBTQ+ people report negative experiences accessing healthcare; many will delay or avoid seeking care because of fear of discrimination.  Lack of routinely collected data on sexual orientation and gender identity can hamper understanding inequalities – many disparities are still under-researched. 

• (15:52) Talking about gender and identity – will often see the terms ‘assigned sex and birth’ and ‘assigned gender at birth’ - a good question to ask ourselves: ‘is assigned sex relevant to this research?’   

• Reflective task: At 17.50 in the webinar recording there is a reflective task you may wish to explore that asks: 

Thinking about the type of people that you are attracted to, what features do you find attractive? If a partner transitioned, and the couple stayed together, how might the cis partner identify? 

• (19:00) Practice the use of singular they / them pronouns and asking people their pronouns.  Ideally you will offer your pronouns as this can offer psychological safety and welcome a reciprocal sharing  

• Top tip – what if I make a mistake with language? Mistakes do happen, don’t panic, you should apologise, correct yourself and move along with the conversation  

• (23:00) Data collection and analysis this section of the session focusses on how sexual orientation responses can be coded in research.  This guidance is based on the Information Standard for Sexual Orientation Monitoring by NHS England.  Questions for gender identity and trans status are also presented, as agreed as best practice by the LGBT Foundation and Action for Trans Health. 

• Top tip – see LGBT Foundation resource on data collection ‘If We’re not Counted, We Don’t Count’ Monitoring Sexual Orientation and Trans Status – LGBT Foundation 

• (26:40) Think about what you want to know and why.  Consider for example a sexual health setting, a respondent may respond with ‘heterosexual or straight’ and ‘man’ whilst engaging in sex with men.  You might in this instance add a question about sexual practice specifically. 

• (27:20) Active listening and positionality transparency are important.   

• Top tip: You should be up front about your identity and experiences, and your relationship to the community you want to engage in research.  This will help build trusted relationships, addressing some of the concerns or fears the community may have about engaging with research. 

• (33:18) Four barriers to LGBTQ+ engagement 

1.  trust particularly for trans and non-binary communities who have experienced institutions as hostile

2. 2) and linked to this, past experience 

3. 3) research scepticism and 

4. 4) political / cultural context where the community are on high alert for exploitation or misrepresentation  

• (36:00) Solutions to overcoming these barriers require researchers to ensure and communicate that LGBTQ+ voices are represented in research processes.  A good starting point is to ask yourself, ‘what positive impact will this seek to have for the community?’ 

• 37:23 Approaches to accessing LGBTQ+ communities A good starting place is community mapping, find out what groups are active in your area.  When reaching out to the community be clear about your positionality and be clear and honest about community involvement in the research.  Be prepared to meet with groups and discuss any concerns they may have.   

• (44:43) Safeguarding and welfare 

Think carefully about where and when meetings are held - are they in a safe place? Are they accessible?

Contact confidentiality is important, consider participant's safety in terms of contact preferences, check inboxes or communication routes are not shared.

Consider your own safety and wellbeing too.  Use your work email, have clearly communicated boundaries, use a work phone and acceptable contact hours.  Use supervision or set up supervision if this is not in place, and seek advice if chaperones are needed, especially if meeting with vulnerable individuals and groups.