Connecting LGBTQ to Others through Problem Novels: When a LGBTQ Is NOT the Main Character

Hayn, Judith A.; Hazlett, Lisa A.

doi:10.21061/alan.v36i1.a.8

Cited by 3 publications

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although outside interventions have shown promise, due to the nature of English language arts classes and due to the availability of high quality young adult LGBTQ themed literature, there may be no better place for the inclusion of LGBTQ curricula than English/language arts classes (Banks, 2009;Clark & Blackburn, 2009). Increasing the availability of LGBTQ texts in school libraries has been offered as a way for students to have access to these texts (Hughes-Hassell, Overberg, & Harris, 2013); however, others have argued that all students, regardless of their sexual orientation, should read about LGBTQ students as part of whole class instruction (Cart, 1997;Hayn & Hazlett, 2008). Blackburn & Buckley (2005) averred that these whole class readings may be able to reduce homophobia because they afford students an opportunity to engage through readings and discussions with different mores and values that reveal "the range of gender and sexual identities that constitute everyone's world" (p. 203).…”

Section: Curriculamentioning

confidence: 99%

The Effect of an LGBTQ Themed Literary Instructional Unit on Adolescents’ Homophobia

Malo-Juvera

2016

StudyAndScrutiny

View full text Add to dashboard Cite

Numerous scholarly works extol the use of LGBTQ themed literature as part of English language arts instruction with the implication that its use may improve the school climate for LGBTQ students; however, there is a dearth of research that empirically examines whether or not this type of instruction measurably impacts adolescents’ homophobia. To address this paucity, this study examined the ability of a dialogically organized, reader response–based instructional unit of the young adult novel Geography Club to reduce adolescents’ homophobia. A quasi-experimental design was used with eighth grade students in seven English language arts classes. Homophobia was measured using a researcher-created scale. Analysis of pretests revealed that girls had lower levels of homophobia than boys and that Black students had higher levels of homophobia than Hispanic students. Posttest results indicated that the intervention was successful in lowering homophobia. Exploratory factor analysis revealed a three factor solution: Interpersonal Homophobia, Attitudes toward Homophobia, and Sexuality as a Choice. Post-hoc tests revealed differing effect sizes for the aforementioned factors as well as showing that there was no backlash to treatment in participants with high pretest homophobia. This paper argues that schools and teacher education programs should make a serious effort to incorporate LGBTQ themed texts into curricula as part of a concerted effort to reduce the culture of homophobic violence that has become institutionalized in many schools.

show abstract

Section: Curriculamentioning

confidence: 99%