Learning about sexual minorities in school and at home: How critical pedagogy can challenge heterosexism (original) (raw)

Incorporating Issues of Sexual Orientation in the Classroom: Challenges and Solutions

Family Relations, 2001

Family studies faculty have an opportunity and a responsibility to address issues related to the development and family lives of sexual minority individuals in graduate and undergraduate courses, This article identifies and discusses 6 challenges involving the incorporation of sexual orientation issues into the classroom: lack of student exposure to accurate information about sexual orientation, selecting a lecture topic, attitudes of intolerance among students, avoiding generalizations, making the topic of sexual orientation relevant to the lives of students, and instructor comfort level concerning the topic of sexual orientation.

Youth Hearing "that's so gay" and "no homo" on academic outcomes for LGBQ + college students

Journal of LGBT Youth, 2019

Heterosexist phrases on college campuses can contribute to negative consequences among lesbian, gay, bisexual, queer, and other sexual minority students (LGBQþ), however, their relationship to academic outcomes remains under-researched. This analysis investigates hearing the microaggressions “that’s so gay” and “no homo” on academic engagement outcomes among a national sample of cisgender sexual minority college students (n¼574). The multivariable regression analysis suggest that increased exposure to hearing “that’s so gay” and “no homo” were both significantly associated with worse academic outcomes in terms of developmental challenge (p ¼ .002 and p < .001, respectively). Greater instances of hearing “no homo” was also associated with lower college GPA scores (p ¼ .015). Strategies for educational institutions, faculty, and students to promote more accepting campus climates and alleviate the harmful effects of hearing these phrases are discussed.

The Role of Beliefs on Learning About Homosexuality in a College Course

Journal of Homosexuality, 2014

The present research investigated how personal beliefs about homosexuality influence learning in a college course. We tested students in introductory psychology over material on the science of homosexuality by Simon LeVay (2010). All students reported information about their typical academic habits and the extent to which homosexuality was consistent with their beliefs and values. The results showed that students' personal beliefs were related to academic behaviors (e.g., reading assignments, skipping class) and retention of the course material. The results also showed that students' recall of course material six weeks later was predicted by the extent to which they reported studying information that is inconsistent with their beliefs for an exam and then forgetting it. Students who reported the material to be inconsistent with their beliefs engaged in selective forgetting of the material on homosexuality. The results provide evidence that personal beliefs can reduce the retention of belief-inconsistent information in a college course. KEYWORDS college learning, science of homosexuality, schemas, academic behaviors Homosexuality is one of many controversial topics presented in a wide range of college courses, including psychology, sociology, communication, and political sciences, as well as others. The American Psychological

College Students' Attitudes Toward Gays and Lesbians

Journal of Social Work Education, 2009

A variety of pedagogical techniques have shown promising results in promoting acceptance and affirmation of gays and lesbians among students in social work, allied health, and education professions. In this article we examine whether 211 students enrolled in a human sexuality course in a southeastern university changed their attitudes toward gays and lesbians and identify differences in attitudes by demographic groups. At pretest the sample scored moderately negative on the Index of Attitudes Toward Homosexuality. Scores were signiticantly lower at posttest. Males scored significantly higher than females at pretest, but their scores changed more at posttest. Human sexuality courses that incorporate an exposure component are one way social work educators can change negative attitudes toward gays and lesbians.

Learning : issues of sexuality, race and power in the classroom

Electronic Journal For Inclusive Education, 2015

The notion that all people should have equal access to human rights, dignity, protection, and opportunities, contextualizes the problems of sexual diversity in a wide range of discourses that marginalize those bodies, or individuals that are perceived to be sexually alternative. 'Gay, lesbian, bisexual, homosexual, and transgendered students, who do not identify with heterosexual norms are often ostracized, harassed, and excluded from and within the educational safety net, and feel betrayed by a system that positions the 'other' as deviant (Loutzenheiser & MacIntosh, 2004). In view of current socio-cultural contexts, sexuality, figures into the milieu as a critical location of social injustice issues. Learning: Issues of Sexuality, Race and Power in the Classroom The discourse of sexuality can be perceived as a tension between the acceptances, or affirmation of diversity and multi-sexuality, on one hand, and the defense of established beliefs and norms associated with dominant heterosexual values, on the other. At issue, the difference between deviant and normal sexual behaviour is contested, as perceptions of sexuality shift in the wake of contemporary global, 'socio-cultural-sexual realities' (Rosenthal & Dowsett, 2000). Respectfully, the education system is concerned with social justice, and seeks to deal with the negativity associated with discrimination and disadvantage. Inclusively, some of those discourses, such as sexual harassment and violence, heterosexual discourse, homophobia, alcohol and drug abuse, depression, identity, coming out as a 'zone of shame and exclusion', sexual health, name calling, hate

Hearing “that’s so gay” and “no homo” on academic outcomes for LGBQ + college students

Journal of LGBT Youth, 2019

Heterosexist phrases on college campuses can contribute to negative consequences among lesbian, gay, bisexual, queer, and other sexual minority students (LGBQþ), however, their relationship to academic outcomes remains under-researched. This analysis investigates hearing the microaggressions "that's so gay" and "no homo" on academic engagement outcomes among a national sample of cisgender sexual minority college students (n ¼ 574). The multivariable regression analysis suggest that increased exposure to hearing "that's so gay" and "no homo" were both significantly associated with worse academic outcomes in terms of developmental challenge (p ¼ .002 and p < .001, respectively). Greater instances of hearing "no homo" was also associated with lower college GPA scores (p ¼ .015). Strategies for educational institutions, faculty, and students to promote more accepting campus climates and alleviate the harmful effects of hearing these phrases are discussed.

College Students' Views on Gay and Lesbian Issues

Journal of Homosexuality, 2006

There is empirical support that higher education leads to more open-minded persons. Hyman and Wright (1979) reported that higher education was related to a positive change in attitudes and values. Bobo and Licari (1989) found that higher education led to cognitive sophistication, which in turn resulted in tolerance for diverse groups, such as atheists, interracial couples, and communists. Astin (1977) found that college students undergo changes in their attitudes and values as they progress through their undergraduate education, and these changes continue long after the students have left college (Spaeth & Greeley, 1970). For example, Astin (1977) found, in general, that college seniors had more liberal attitudes on political and social issues than did freshmen. In a latter study, Astin (1993) found that there was an increase in feminist views, support for the environment, and racial understanding during the undergraduate college years. Selke (1980) found that upper-level students (juniors and seniors) were less punitive in their views on the treatment of criminal offenders than were lower-level students (freshmen and sophomores). There is empirical support that higher education is linked to an increase in tolerance for people, ideas, and customs, including nonconformity (Nunn, Crokett, & Williams, 1978). Nunn et al. argued that higher education increased cognitive skills, knowledge of different parts of society, and the ability to be flexible towards others. Similarly, Farnworth et al. (1998) wrote that "college is expected, not only to inform students, but also to cause changes in their views. This 'college effect' is commonly recognized as a tendency towards liberal, global perspectives regarding society and its members (Astin, 1977)" (p. 40). One area that education may influence is prejudicial views and discriminatory behavior towards different social groups found in society. Homosexuals are such a group. Many people have negative views towards gays and lesbians (Nelson & Krieger, 1997; Schope & Eliason, 2000). Derogatory words, such as "fag" and "queer" are frequently used in insulting verbal exchanges (Burn, 2000). In a survey of 129 students in two undergraduate psychology courses, "almost all the respondents had heard verbal assaults against gay or lesbian persons, over two-thirds had seen written assaults (graffiti)" (Schope & Eliason, 2000, p. 81). The authors contend that this indicates an overwhelming prevalence of homophobia in the U.S. society. Homophobia was a term developed by Weinberg (1972) to represent the dread of being in close quarters with homosexuals. Today, the term is generally used to represent negative attitudes, prejudices, dislikes, and intolerance against gays and lesbians (Herek,