Heteronormativity and teaching: A phenomenological study of lesbian teachers

The purpose of this phenomenological study was to understand what impact “heteronormativity” has on a lesbian teacher's perception of her instructional style, content, and context of curriculum taught. Through taped interviews with lesbian educators, this research examined the lived experience of the lesbian teacher. The framework for this study included theories related to historical, sociocultural, and psychosocial development while the methodology included a qualitative design using primary elements of a phenomenological study outlined without ignoring the influence associated with contextualism. Due to the sensitive nature of the study nine women who were the focus of this research were volunteers with the first serving as a “gatekeeper” to assist in the pilot study. The subsequent group evolved as a result of “snowballing” to gain more participants. ^ The data in the form of narrative derived from the interviews was transcribed, color-coded, and organized into four themes and associated sub-themes, based upon the perceptions of these educators. These themes characterized the coming out process of a lesbian, which directly paralleled the personal and professional development of the lesbian educator, emerged as a result of the analysis. They included: (a) self-acknowledgement; (b) self-indentification; (c) coming out to other lesbians by overcoming fear and establishing relationships; (d) coming out to others by overcoming heteronormativity by using support groups in defining a lesbian's role as a teacher. ^ The results of this study showed that the acceptance of the lesbian culture, shared with the acknowledgement, rather than compliance or defiance, of cultural hegemony can allow the lesbian educator to develop a curriculum and a classroom climate that will foster understanding and even generate social change among colleagues, parents, and students, one person at a time. ^

Aggression toward homosexuals: Prevalence, correlates, and motives for antigay behaviors among adolescents and young adults

This study examined the motivating factors for perpetrators of antigay harassment and violence among 752 college freshmen. Large numbers of lesbians, gay men and bisexuals (LGB) are victimized solely because of their sexual orientation. The physical and psychological harm suffered by many of these individuals is alarming. In particular, victimization at school is correlated with a variety of other health risks for LGB students. In order for prevention efforts to be effectively tailored, it may be helpful for researchers to first identify what motivates the assailants. This study tested variables capturing demographic, psychosocial, and attitudinal factors. This purposive sample was selected because these students represent the age group most likely to become perpetrators. The findings suggest that harassment of gay people is common and, in many cases, not motivated by particularly negative attitudes toward homosexuals. Instead, LGB individuals may be viewed as a socially acceptable target by others to harass out of boredom, anger at someone else, or in an attempt to assert their own threatened heterosexuality. Social norms, along with the variety and weakness of individual predictors for antigay harassment, further suggest that heterosexism is endemic and pervasive in our society. Physical attacks against homosexuals, although less common, represent a more serious problem for the victims. This study discovered that there were some leading predictors for these assaults, namely, being male, having been maltreated, being a heavy social drinker, and having defensive, antigay attitudes. The implications of these findings and imperatives for social workers are discussed.

Efficacy of educational interventions to reduce homophobia on the *college campus

Homophobic attitudes, irrational fears and negative attitudes against gay men and lesbians exist on the college campus (Lance, 2002; Rankin, 2003). Educators wishing to change these attitudes need to know what types of intervention would be effective. This investigation empirically assessed the degree of homophobia in a group of college students, and changes in the degree of homophobia following two levels of educational intervention that were rooted in educational theories and social contact theory. A 25-item scale developed by Hudson and Ricketts to measure the degree of negative attitudes toward gay men and lesbians was used in English classes at a southeastern university. This study examined the relationship between different demographic groups and the degree of change obtained as a result of the interventions. ^ Findings did not suggest that either interaction with gay men and lesbians in the form of a speaker panel or viewing a “coming out” episode of the Ellen show reduced homophobia to a significant extent. Results did demonstrate the Caribbeans and right wing authoritarians tend to be more homophobic. Post hoc analysis investigated factors that may have contaminated the interventions. Speaker Identification was a significant predictor of change in degree of homophobia. ^

Efficacy of Educational Interventions to Reduce Homophobia on the College Campus

Homophobic attitudes, irrational fears and negative attitudes against gay men and lesbians exist on the college campus (Lance, 2002; Rankin, 2003). Educators wishing to change these attitudes need to know what types of intervention would be effective. This investigation empirically assessed the degree of homophobia in a group of college students, and changes in the degree of homophobia following two levels of educational intervention that were rooted in educational theories and social contact theory. A 25-item scale developed by Hudson and Ricketts to measure the degree of negative attitudes toward gay men and lesbians was used in English classes at a southeastern university. This study examined the relationship between different demographic groups and the degree of change obtained as a result of the interventions. Findings did not suggest that either interaction with gay men and lesbians in the form of a speaker panel or viewing a “coming out” episode of the Ellen show reduced homophobia to a significant extent. Results did demonstrate the Caribbeans and right wing authoritarians tend to be more homophobic. Post hoc analysis investigated factors that may have contaminated the interventions. Speaker Identification was a significant predictor of change in degree of homophobia.

Spatial Articulations of Race, Desire, and Belonging in Western North Carolina

The sociocultural mythology of the South homogenizes it as a site of abjection. To counter the regionalist discourse, the dissertation intersects queer sexualities with gender and race and focuses on exploring identity and spatial formation among Black lesbian and queer women. The dissertation seeks to challenge the monolith of the South and place the region into multiple contexts and to map Black geographies through an intentional intersectional account of Black queer women. The dissertation utilizes qualitative research methods to ascertain understandings of lived experiences in the production of space. The dissertation argues that an idea of Progress has been indoctrinated as a synonym for the lgbtq civil rights movement and subsequently provides an analysis of progress discourses and queer sexualities and political campaigns of equality in the South. Analyses revealed different ways to situate progress utilizing the public contributions of three Black women interviewed for the dissertation. Moreover, the dissertation utilizes six Black queer and lesbian women to explain the multifarious nature of identities and their construction in place. Black queer and lesbian women produce spaces that deconstruct the normativity of stasis and physicality, and the dissertation explores the consequential realities of being a body in space. These consequences are particularly highlighted in the dissertation by discussions of the processes of racialization in the bounded and unbounded senses of space and place and the impacts of religious institutions, specifically Christianity. The dissertation concluded that no space is without complication. Other considerations should be made in the advancement of alleviating oppression deeply embedded in United States landscapes. Black women’s geographies offer epistemological and ontological renderings that enrich analyses of space, place, and landscape. The dissertation also concludes that Black women’s bodies represent sites for the production of geographic knowledge through narrating their spaces of material trajectories of interlocking, multiscalar lives.