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1.
This paper examines sexual prejudice against gays and lesbians by college students. The sample consisted of 325 undergraduate students at a mid-sized Midwestern university. Respondents completed Herek’s Attitudes Toward Lesbians and Gay Men scale (short form) to determine levels of sexual prejudice. Comparisons were then made by respondent major to determine whether criminal justice students displayed higher levels of sexual prejudice than other students. Unlike prior research on criminal justice students and sexual prejudice, the criminal justice respondents in this study were not significantly more prejudiced against gays and lesbians. Male and female students scored similarly on their attitudes toward lesbian women, but male students were more likely to have higher levels of prejudice against gay men. Students who had gay friends and/or family members held significantly lower levels of prejudice against both gay men and lesbians than those who had no gay friends or family members.  相似文献   

2.
This study examined stereotypes of older lesbians and gay men. Key findings are that older lesbians and gay men were perceived as similar to older heterosexual women and men with regard to aging stereotypes, such as being judicious. At the same time, sexual minorities were targets of unique stereotypes. Consistent with the implicit inversion theory, lesbians were conceived as similar to heterosexual men, and gay men similar to heterosexual women with regard to gender-stereotypic traits, and regardless of age. These findings suggest the persistence into late adulthood of the belief that lesbians and gay men are inverted females and males.  相似文献   

3.
The Dual Perspective Inventory was implemented to measure the diversity awareness of first‐year MSW students at a university in the western U.S. Data were collected at the beginning of the first semester from students who enrolled in a course on diversity, and again at the end of the semester when the students were about to complete the course. The mean scores of both the before and after surveys indicated that the average MSW student had an acceptable level of diversity awareness and that their awareness increased during the semester. Findings also showed that students who were racial minorities, GLBT, disabled, and/or of non‐U.S. origin had a higher level of awareness than students from the dominant culture (white heterosexual nondisabled and U.S. native) in the after survey, as well as a greater increase in awareness level over the course of the semester.  相似文献   

4.
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5.
The article seeks to explore some of the difficulties that may be experienced within higher art education both by the student of art who is lesbian and by researchers focusing on the subject of lesbians and art. For those interested in this area of study there may be particular obstacles which are not present for heterosexual students and which act as a barrier to exclude more readily available information and images. The potential importance and relevance of these exclusions for the lesbian student of art are examined in relation to the political and social oppression which lesbians have experienced, the effects of which can be seen in both historical and contemporary lesbian images and artwork. The article also examines possible issues around ‘coming‐out’ and homophobia for lesbian students and researchers within education generally, the prevalence of assumptions of heterosexuality, and the importance of awareness of these issues for educators of gay students. The conclusion drawn is that there is diversity inherent within any grouping but a more inclusive art education policy would inform the culture of all.  相似文献   

6.
The primary purpose of this study was to examine the extent to which preservice teachers participating in a semester of urban immersion would evidence a change in attitudes toward urban teaching based on their experiences in the program. The experiences of 22 program participants were examined to qualify potential change.

Study methodology included analysis of student journals, content of focus groups conducted throughout the semester, student discussion observed in coursework, and personal interviews conducted at the end of the urban experience. Analysis revealed common themes including the importance of direct experience with diversity and personal reflection as critical components of multicultural growth. The experience served to dispel myths and stereotypes regarding urban teaching, to expand university students’ understanding of privilege and power in society, and to encourage movement from a color denial perspective to an appreciation for and respect of cultural differences.

The study illustrates the potential of urban immersion to alter attitudes toward working with diverse populations of children and families. Implications for the development of initiatives geared toward this end include the importance of cultural immersion, the provision of opportunities for critical self-reflection, and intentional efforts to encourage relationship building as deciding elements fostering multicultural growth.  相似文献   

7.
To examine attitudes towards gays and lesbians in an undergraduate criminal justice sample and to test previous research suggesting that law enforcement students hold higher levels of homophobia, we surveyed 453 undergraduates. Results indicated higher levels of anti-gay attitudes in criminal justice majors compared to a small sample of non-criminal justice majors and similar levels of anti-gay attitudes between law enforcement and other criminal justice students. Gender, race, religion, gay/lesbian friends, patriarchal attitudes, and completing a social science minor outside of criminal justice were found to be significant predictors of attitudes toward gays and lesbians; while the number of courses in which homosexuality issues were included in discussion was not. These findings are discussed and we offer suggestions for criminal justice curriculum that may assist our students in maintaining and upholding a fair and just criminal justice system.  相似文献   

8.
The purpose of this study was to investigate school psychologists' attitudes toward lesbians and gay males. Aspects of school psychologists' knowledge, beliefs, current practices, and levels of preparedness related to issues of sexual orientation were also explored. A sample of 288 school psychologists (215 females and 73 males, mean age = 44 years) who were members of NASP participated in this study. Participants completed research packets containing a hypothetical case analogue vignette and three questionnaires querying their attitudes, beliefs, and knowledge about issues of sexual orientation. The results indicated school psychologists endorse relatively positive attitudes toward lesbians and gay males, report low‐to‐moderate levels of knowledge about lesbian and gay male issues, are willing to address lesbian and gay male issues on the job, are generally aware of how such issues impact schools, and are inadequately prepared to deal with lesbian and gay male issues. These findings are discussed in relation to their impact on the field and the implications for graduate training. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 201–210, 2004.  相似文献   

9.
Over the last five years, vigorous debate has been waged about the purpose, use, and impact of trigger warnings in courses offered at institutions of higher education. This debate has been largely uninformed by research findings. This study fills this gap using quantitative and qualitative data collected via surveys in a large undergraduate victimology course to explore student attitudes toward trigger warnings. Findings revealed considerable, but nuanced support for trigger warning use in victimology courses. Support does not appear to differ between crime victims and non-victims; support is higher among females than males. These findings underscore that universal decisions mandating or advocating for or against the use of trigger warnings are premature. Further study is needed with a diverse range of samples to gain a fuller picture of student attitudes about trigger warnings as well as to assess any impact of trigger warnings use on student behavior and learning.  相似文献   

10.
The aim of this study was to examine whether attitudes about gay‐related name‐calling, social norms concerning gay‐related name‐calling among co‐students, teacher intervention, and school‐related support would predict whether secondary school pupils had called another pupil a gay‐related name during the last month. A total of 921 ninth‐grade pupils (aged 14 to 15 years) at 15 lower secondary schools from two regions in Norway participated in the study by filling out a questionnaire. A logistic regression analysis revealed that having a negative attitude toward calling someone gay‐related names was negatively associated with having called a pupil gay‐related names in the last month. However, having heard a pupil call another pupil gay‐related names at school was the variable that most powerfully predicted this behavior. These findings give certain grounds for optimism regarding the prevention of gay‐related name‐calling and indicate that preventive measures aimed at students’ awareness would probably make a difference.  相似文献   

11.
Subtle forms of prejudice called microaggressions occur in college classrooms, but the effective methods of managing such prejudice are not clear. This study explored teachers’ (N = 222) and students’ (N = 166) perceptions of vignettes describing classroom microaggressions and the effectiveness of various teacher responses to the microaggressions. Teachers of courses focused on diversity perceived microaggressions more negatively and were more likely to respond to the microaggressions than teachers of nondiversity courses. Students believed that teacher responses to microaggressions were effective and ignoring microaggressions was ineffective. The results suggest that teachers should in some way respond to classroom microaggressions. They also suggest that diversity awareness may be a factor in the ability of teachers to recognize subtle prejudice in the classroom.  相似文献   

12.
This paper offers an examination of gay–straight alliance (GSA) members’ engagement with sex education, sexual health, and prejudice and discrimination in Canadian public high schools. It explores how five students’ (four straight and one gay-identifying) participation in GSAs served as a springboard for learning about and challenging stereotypes; prejudice; and discrimination directed at lesbian, gay, bisexual, trans, and queer/questioning (LGBTQ) people. Queer theory provided the theoretical underpinnings of the study, offering a lens through which to examine the heteronormative underpinnings of education, and a means to interpret how homophobic discourses circulate in school and society. Empirical data were obtained via observational notes from visits to nine GSAs and semi-structured interviews with the five GSA members. Findings suggest that straight allies can use their heterosexual privilege to address LGBTQ issues with their peers. Through GSA involvement, participants learned to interrogate and combat stereotypes about LGBTQ people and HIV-related myths, as well as to engage in queer discussion and political action.  相似文献   

13.
In July 2005,Canada became the fourth country in the world,after the Netherlands,Belgium,and Spain,to legalize same-sex marriages nationwide.This new legal status for gays and lesbians has been a controversial issue in Canada,both in the public and in Parliament.This article provides a historical and legal overview of same-sex marriage in Canada.It outlines briefly the legal process of same-sex marriage in this country.  相似文献   

14.
The relationship between past teamwork and task‐related experiences, attitude toward teamwork, collective efficacy, and task performance among undergraduates (N = 298) assigned to group projects (N = 48) in 2 different Food Science courses was examined. The results of survey data collected at the beginning and end of the projects showed that past teamwork and task‐related experience predicted individual student efficacy at the end of the project, and that starting efficacy, but not attitudes toward teamwork, mediated that relationship. Convergence over time among team members’ efficacy, and diversity of past task‐related experiences was positively related to project grade, whereas diversity in past teamwork experiences was negatively related to project grade. The relationship between past experiences, attitude toward teamwork, efficacy, and grades did not differ between the 2 courses. Implications for practices of implementing group class projects are discussed.  相似文献   

15.
This study investigates perceptions of family communication among members with different sexual identities. Specifically, from the perspective of heterosexual family members (N = 129), the study takes an intergroup perspective to determine how accommodative and non-accommodative communication and attitudes toward homosexuality predict intergroup anxiety and relational satisfaction with gay or lesbian family members. Further, the manner in which family communication influences attitudes toward homosexuality is examined. Results are discussed in terms of implications for research on heterosexual–homosexual interaction, family communication, and intergroup communication, in general.  相似文献   

16.
同性恋和同性婚姻立法已成为全球的一种趋势。一国可以长时间甚至永远回避同性婚姻 在其国内的合法化问题,但是无法回避域外同性婚姻在其国内的效力问题。我国法院目前在处理 国外同性婚姻的人身权利和财产权利案件时均以公共秩序保留为由拒绝受理,实践证明,完全否 认国外同性婚姻的域外效力会导致很多不良法律后果。我国这方面的立法尚属空白,应针对不同 情况区别对待,同时尽快构建相关立法。  相似文献   

17.
The purpose of the study was to examine the relationship of classroom environment to attitudes toward science and achievement in science among tenth grade biology students. An attitude instrument was administered at three times during the school year to measure student attitudes toward science and the classroom environment. The classroom environment measures examined six areas: emotional climate of the science classroom, science curriculum, physical environment of the science classroom, science teacher, other students in the science classroom, and friends attitudes toward science. Student achievement in science was measured by teacher reported semester grades. The results of the study indicated: (1) student attitudes toward the classroom environment predicted between 56 to 61% of the variance in attitudes toward science, (2) student attitudes toward the classroom environment predicted between 5 to 14% of the variance in achievement in science, (3) student attitudes toward science and attitudes toward the classroom environment predicted between 8 and 18% of the variance in achievement in science.  相似文献   

18.
Empirical evidence shows widespread homophobia among university and college students, but also that this can be undermined by the presence of openly gay teachers and courses on gay topics. Such courses recruit well, especially among heterosexual women. Personal experience as a student in school and university, then as an English lecturer and the UK's first professor of gay and lesbian studies, suggests that change, although slow, is evident. However, it is best achieved by holistic approaches to education which take into account the personal identity of the tutor as well as those of students. In particular, the relationship between personal growth and the reading of gay literature needs to be explicitly acknowledged  相似文献   

19.
Abstract

It is generally accepted that hearing homophobic language can be detrimental to the well-being of same-sex attracted young people. Writing Themselves In 3, a survey of Australian same-sex attracted young people, found that almost half of the respondents reported hearing such language on a regular basis, and considered it offensive. Less is known however about heterosexual young people’s experiences. Homophobic language use is often assumed to be motivated by prejudice, but this topic has not been well studied. Using interviews and an online discussion with young people aged 16–21 years, this study explored heterosexual young people’s perspectives on homophobic language use at school. Contrary to the framing often used in anti-homophobia education, the meaning of this form of language was seen to largely depend on the context in which it was employed, frequently functioning to reinforce masculine gender norms, particularly for popular male students. Furthermore, while many heterosexual participants in this study used homophobic language regularly, they did not see themselves as homophobic and viewed school policies against the use of homophobic language as largely ineffective. Findings suggest that heterosexual young people may respond more favourably to anti-homophobia education if these programmes acknowledge the variety of meanings and functions of language commonly understood to be homophobic in character.  相似文献   

20.
Abstract

Although social acceptance of gender and sexuality diversity is growing in Australian society, in schools, visibility and inclusion of knowledge pertaining to those who are gender- and/or sexuality-diverse, such as lesbians, gay men and transgender people, remain marginalised. This may be due, in part, to a belief that parents are opposed to such content inclusions in their children’s education; yet, virtually no Australian research supports this belief nor have parental perspectives on gender and sexuality diversity inclusion been specifically examined. This paper draws on a broader research study that examined New South Wales parents’ perceptions about the visibility of gender and sexuality diversity and the inclusion or exclusion of related content in school curriculum. It focuses on one particular focus group comprised of only mothers who lived in a specific enclave of Sydney known for its gender and sexuality diversity. The discussion highlights their awareness of gender and sexuality diversity and the dynamics surrounding it; and their perceptions of local school approaches to, and limitations around, gender and sexuality diversity in school curricula, policy and practices, despite potential support for it.  相似文献   

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