NCCRESt

part of the Education Reform Networks

You are in: Subject —>

Homosexuality

• "It Never Occurred to Me That I Might Have a Gay Student in My K-12 Classroom": An Investigation of the Treatment of Sexual Orientation Issues in Teacher Education Programming
  This descriptive study examined two aspects of teacher education (text materials and curricular methods) with respect to the question of how gay, lesbian, bisexual, and transsexual (GLBT) issues are presented and discussed. The first study focused on a content analysis of a variety of textbooks (lifespan development, adolescent development, and multicultural/social foundations) that are available for use in teacher education programs.
• A Call for Change in Multicultural Training at Graduate Schools of Education: Educating To End Oppression and for Social Justice
  Graduate-level multicultural training is important for preparing future teachers to work effectively with diverse students. Professionals experienced in multiculturalism must revise and refine multicultural training to better address immigrants' diversity issues and issues around sexuality, disability, and spirituality.
• A Multicultural Study of University Students' Knowledge of and Attitudes Toward Homosexuality
  This study investigated whether or not a relationship exists between university students' knowledge of and attitudes toward homosexuality. Reports significant results and discusses the implications of findings for educational and counseling practice.
• Breaking the Silence: The Stories of Gay and Lesbian People in Children's Literature
  Discusses how for gay or lesbian youth, the issues of identity and acceptance that are ignored both in life and in literature are not only profound but also dangerous. Notes that books that include gay or lesbian characters usually elicit a strong negative reaction to their content by vocal conservative groups.
• Extending Multicultural Counselor Competence to Sexual Orientation
  The purpose of this study was to develop and establish psychometric properties of the Sexual Orientation Counselor Scale (SOCS), an instrument assessing the awareness, skills, and knowledge of counselors working with lesbian, gay, and bisexual (LGB) populations. The sample consisted of 287 undergraduates, master-level students, doctoral-level students, and counseling psychologists.
• Extending Multicultural Counselor Competence to Sexual Orientation
  The purpose of this study was to develop and establish psychometric properties of the Sexual Orientation Counselor Scale (SOCS), an instrument assessing the awareness, skills, and knowledge of counselors working with lesbian, gay, and bisexual (LGB) populations. The sample consisted of 287 students (undergraduates, master-level students, doctoral-level students, and counseling psychologists).
• Identity Formation and the Processes of "Othering": Unraveling Sexual Threads
  Discusses the extent to which the processes of "othering" (marking and naming those considered different from oneself) fall into the physical and sexual realm. The paper examines three studies, highlighting the extent to which othering is sexual, naming and exploring what it means for current school practice in multicultural environments.
• In the Triangle/Out of the Circle: Gay and Lesbian Students Facing the Heterosexual Paradigm
  Research with gay/lesbian high school students found that they sensed their sexual preference at an early age, had sexual awareness experiences similar to most adolescents, and faced conflicts with families and religion. It was recommended that multicultural perspectives include gays and lesbians and that teacher and administrator sensitivity be developed.
• Measuring Counselor Competence with Lesbian/Gay/Bisexual Clients: Implications for Multicultural Training
  This study attempted to develop psychometric properties of the Sexual Orientation Counselor Competency Scale (SOCCS), an instrument used to assess the awareness, skills, and knowledge of counselors working with the lesbian, gay, and bisexual (LGB) population. A sample of 287 students undergraduates, master-level and doctoral-level students, and counseling psychologists were surveyed.
• Opening the Closet: Multiculturalism that Is Fully Inclusive
  A rationale for fully inclusive multiculturalism is proposed by reviewing the experiences of gay and lesbian youth that place them at risk in society and school, how homophobia and heterosexism hurt gay and nongay individuals, and the goals and role of multicultural education in creating a more just and equitable society. (Author/SLD).
• Pedagogy, Politics, and Schools: Films about Social Justice in Education
  Reviews six films about issues related to multicultural and social justice education in the United States: "It's Elementary: Talking about Gay Issues in School"; "Starting Small: Teaching Children Tolerance"; "In Whole Honor?"; "Children Talk about AIDS"; "Fear and Learning at Hoover Elementary"; and "'Good Morning Miss Toliver.'" (SM).
• Seeking Common Ground. In-Service
  The former superintendent of the Piscataway (New Jersey) Township Schools describes the hows and whys of diversity workshops for school-district employees. (LMI).
• The Interconnection between Personal Liberation and Social Change: Coming Out in the Classroom as a Transformative Act
  Presents one teacher educator's experiences working to transform the classroom by telling his own stories and coming out to his students early in the semester. The author believes that by sharing his story with his students, he shows them how to embrace freedom and enter into communication with each other in states of being, not seeming.
• The Sexual Orientation Counselor Competency Scale: Assessing Attitudes, Skills, and Knowledge of Counselors Working With Lesbian, Gay, and Bisexual Clients
  This study examined the psychometric properties of the Sexual Orientation Counselor Competency Scale (SOCCS), an instrument that measures the attitudes, skills, and knowledge of counselors who work with lesbian, gay, and bisexual individuals. Internal consistency of the SOCCS was .90, and 1-week test–retest reliability was .84.