UVM Theses and Dissertations
Format:
Print
Author:
Nestor, Erika L.
Dept./Program:
College of Education and Social Services
Year:
2009
Degree:
M.S.
Abstract:
Colleges and universities offer programming to students to educate them around issues of heterosexism in order to help make the college campus more open and accepting ofthe lesbian, gay and bisexual (LGB) population. Many ofthese programs are offered as workshops in the residence halls, but few of these workshops have been evaluated to determine whether or not they are effective.
This quantitative research project was designed to evaluate whether a heterosexism workshop presented to students in a residence hall was effective in positively changing attitudes and behaviors toward the LGB population. Training on multicultural, diversity and LGB issues is effective in changing attitudes (Dillon et al., 2004; Geasler, Croteau, Heineman, & Edlund, 1995; Green, Dixon, & Gold-Neil, 1993; Krishnamurthi, 2003; Liddle & Stowe, 2002; Springer, Palmer, Terenzini, Pascarella, & Nora, 1996). Participants demonstrate more positive attitudes after attending a panel presentation, doing a training session or taking a class that covers multicultural issues. There is more research on training/education in the classroom and very little assessment ofworkshops and ally trainings done outside ofthe classroom.
It is clear from the research that introductory trainings can have positive effects on undergraduate attitudes. Less clear is just what aspects of these trainings are critical to achieving these outcomes. As heterosexual students become more aware of LGB issues and challenges, they tend to develop more positive attitudes (Broido, 2000; Evans & Herriott, 2004). We also know from studies of attitude change that women tend to be more open than men while those with strong religious convictions tend to be more homophobic (Cotton-Huston & Waite, 2000; Green et. al., 1993; Herek, 1984, 1988).
Still, while many researchers have noted the need to specifically identify what makes presentations and introductory trainings effective (Choi-Pearson et aI, 2004; Ortiz & Rhoads, 2000; Stevenson, 1988), the majority of research studies have not been designed to consider specific pieces ofworkshops so that what is effective in improving attitudes is understood the results demonstrate that a heterosexism workshop does have a positive effect on undergraduate women's attitudes and behaviors toward lesbian and gay individuals. This is the first study to have positive results with changing behavior. Previous studies have shown that education and workshops can improve attitudes, but none to date have been shown to change behavior (Reinhardt, 1994). The study also showed that the control group's attitudes and behaviors became more negative over time. Finally, no gender differences were found in the attitudes and behaviors of the control and intervention group.
This quantitative research project was designed to evaluate whether a heterosexism workshop presented to students in a residence hall was effective in positively changing attitudes and behaviors toward the LGB population. Training on multicultural, diversity and LGB issues is effective in changing attitudes (Dillon et al., 2004; Geasler, Croteau, Heineman, & Edlund, 1995; Green, Dixon, & Gold-Neil, 1993; Krishnamurthi, 2003; Liddle & Stowe, 2002; Springer, Palmer, Terenzini, Pascarella, & Nora, 1996). Participants demonstrate more positive attitudes after attending a panel presentation, doing a training session or taking a class that covers multicultural issues. There is more research on training/education in the classroom and very little assessment ofworkshops and ally trainings done outside ofthe classroom.
It is clear from the research that introductory trainings can have positive effects on undergraduate attitudes. Less clear is just what aspects of these trainings are critical to achieving these outcomes. As heterosexual students become more aware of LGB issues and challenges, they tend to develop more positive attitudes (Broido, 2000; Evans & Herriott, 2004). We also know from studies of attitude change that women tend to be more open than men while those with strong religious convictions tend to be more homophobic (Cotton-Huston & Waite, 2000; Green et. al., 1993; Herek, 1984, 1988).
Still, while many researchers have noted the need to specifically identify what makes presentations and introductory trainings effective (Choi-Pearson et aI, 2004; Ortiz & Rhoads, 2000; Stevenson, 1988), the majority of research studies have not been designed to consider specific pieces ofworkshops so that what is effective in improving attitudes is understood the results demonstrate that a heterosexism workshop does have a positive effect on undergraduate women's attitudes and behaviors toward lesbian and gay individuals. This is the first study to have positive results with changing behavior. Previous studies have shown that education and workshops can improve attitudes, but none to date have been shown to change behavior (Reinhardt, 1994). The study also showed that the control group's attitudes and behaviors became more negative over time. Finally, no gender differences were found in the attitudes and behaviors of the control and intervention group.