What makes a difference? Various teaching strategies to reduce homophobia in university students

Wells, Joel W.

doi:10.1007/bf00850055

Cited by 16 publications

(15 citation statements)

References 11 publications

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“…Wills also proposed that downward comparison tends to target people with lower status or "safe targets." Theodore and Basow [19] suggested that homosexuals comprised a safe target population for downward comparison by heterosexuals with low self-esteem [23,24]. Poor self-esteem has also been found to be associated with negative attitudes toward homosexuals with AIDS [25].…”

Section: Self-esteem and Attitudes About Homosexualitymentioning

confidence: 96%

Homosexuality Tolerance Among Male and Female Vietnamese Youth: An Examination of Traditional Sexual Values, Self-Esteem, and Demographic/Contextual Characteristics

Nguyen

Blum

2014

Journal of Adolescent Health

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Section: Self-esteem and Attitudes About Homosexualitymentioning

confidence: 96%

Homosexuality Tolerance Among Male and Female Vietnamese Youth: An Examination of Traditional Sexual Values, Self-Esteem, and Demographic/Contextual Characteristics

Nguyen

Blum

2014

Journal of Adolescent Health

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“…When considering teaching sexuality and the topics of heterosexism and homophobia in America, only a handful of researchers have provided approaches to encourage students to examine heterosexist ideologies in college classrooms, utilizing experimental designs or intervention techniques (Geasler et al 1995;Green et al 1993;Lance 2002;Serdahely and Ziemba 1984;Wells 1991). Therefore, as a transformative learning tool, we believe that guided imagery can help move students past previously-held ideologies and introduce them to how it feels to take the role of the "other" (i.e., mind-body-emotional reaction), extending the classroom experience by illustrating how individual beliefs reinforce societal discrimination regarding homophobia and heterosexism.…”

Section: Guided Imagery and The College Classroommentioning

confidence: 99%

Getting Students Beyond Ideologies: Using Heterosexist Guided imagery in the Classroom

Henderson

Murdock

2011

Innov High Educ

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Research shows that introductory courses in college provide an opportunity to invoke transformative learning, enhance students' ability to take the role of the "other," and encourage an authentic learning experience (Mezirow 1997). Few studies, however, have examined transformative approaches wherein students examine heterosexist ideologies. This study introduces a teaching strategy using a guided imagery script designed to challenge students' previously-held ideas about heterosexism and homophobia. Using data from students enrolled in introductory sociology course offered at a major university in the West, this study presents qualitative data on students' emotional and intellectual responses to the guided imagery. The authors offer this guided imagery exercise as an effective teaching tool.Introductory classes in college provide the opportunity to introduce students to transformative learning, which is commonly thought of as the foundation of adult education (Taylor 2008). Researchers have suggested that, in contrast to traditional models of education, a transformative paradigm involves learners experiencing profound changes in how they Innov High Educ (2012) 37:185-198

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“…A study of students in two undergraduate human sexuality courses (Wells, 1991), compared the effects of five teaching strategies to reduce homophobia: lecture, discussion, small group problem-solving, explicit films, and a gay-lesbian panel. All five strategies were correlated with decreased homophobia; no one strategy was superior to any other.…”

Section: Effects Of Panel Presentationsmentioning

confidence: 99%

Attitudes and Behaviors of Social Work Students Toward Lesbian and Gay Male Clients

Black

Oles

Cramer

et al. 1999

Journal of Gay & Lesbian Social Services

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Since the requirement of the Council on Social Work Education (CSWE) to integrate theoretical and practice content about the oppression of gay and lesbian persons into the curriculum, few studies have assessed the effectiveness of various methods of incorporating the content. This paper reports the results of a study examining the effects of a panel presentation on social work students' attitudes, their anticipated professional practice, and the relationship between their attitudes and anticipated professional behavior. It also compares the results from the panel presentation with the results from other intervention methods. Results indicated that the panel presentation had little influence on the attitudes or anticipated professional behavior of students. Intervention methods integrated into the classroom setting influenced the attitudes and anticipated professional behavior of students significantly more than the panel presentation. [Article copies available for a fee from The Haworth Document Delivery Service: 1-800-342-9678.

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What makes a difference? Various teaching strategies to reduce homophobia in university students

Cited by 16 publications

References 11 publications

Homosexuality Tolerance Among Male and Female Vietnamese Youth: An Examination of Traditional Sexual Values, Self-Esteem, and Demographic/Contextual Characteristics

Homosexuality Tolerance Among Male and Female Vietnamese Youth: An Examination of Traditional Sexual Values, Self-Esteem, and Demographic/Contextual Characteristics

Getting Students Beyond Ideologies: Using Heterosexist Guided imagery in the Classroom

Attitudes and Behaviors of Social Work Students Toward Lesbian and Gay Male Clients

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