Current research has empirically supported that the public school system has an issue with poor social climates for lesbian, gay, bisexual and transgender students (LGBT). This has had detrimental effects to the well-being and educational outcomes for LGBT youth (Kosciw, Greytak, Bartkiewicz, Boesen, & Palmer, 2012). Research has not only uncovered the problems (bullying, poor school policies, lack of education) that promote these issues, but they have also found solutions, which include supportive administration, the inclusions of programs like Gay Student Alliances (GSA) and LGBT curriculum. This research study attempted to uncover the effect to students’ levels of homophobia, biphobia and transphobia when exposed to a LGBT psychology and history lesson. The study found that a simple 45-minute lesson did in fact reduce levels of the sexual minority phobias in students but also provided evidence that more exposure (and a larger sample size) may provide a clearer picture of the actual potential of understanding concepts in LGBT psychology and history. It also validated that the inclusion of a GSA program and supportive educator can also establish a better social climate because all students exhibited low levels of phobia prior to the lesson.
|Advisor:||Westland, Caron A.|
|Commitee:||Kim, Jung-In, Meek, Patty, Westland, Caron A.|
|School:||University of Colorado at Denver|
|School Location:||United States -- Colorado|
|Source:||MAI 55/01M(E), Masters Abstracts International|
|Subjects:||Educational psychology, Social studies education, Gender studies|
|Keywords:||Biphobia, Curriculum, Education, Homophobia, LGBT, Transphobia|
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