Still an occupational hazard? The relationship between homophobia, heteronormativity, student learning and performance, and an openly gay university lecturer.
Saved in:
| Title: | Still an occupational hazard? The relationship between homophobia, heteronormativity, student learning and performance, and an openly gay university lecturer. |
|---|---|
| Authors: | Batten, John1 John.Batten@winchester.ac.uk, Ripley, Matthew2, Anderson, Eric1, Batey, Jo1, White, Adam1 |
| Source: | Teaching in Higher Education. Feb2020, Vol. 25 Issue 2, p189-204. 16p. 7 Charts. |
| Subject Terms: | *Student development, *Learning, Occupational hazards, Homophobia, Heteronormativity |
| Abstract: | This study examined the complex relationship between homophobia, heteronormativity, and an openly gay lecturer in a British university setting. First, heterosexual undergraduate sports students' levels of homophobia were recorded. Then, after taught sessions, participants were asked to estimate the frequency of homosexual-heterosexual examples and content used, as well as to complete tests to measure academic progress. This was followed by an end-of-course examination. Results indicated (a) no relationship between levels of homophobia and levels of heteronormativity; (b) that levels of heteronormativity and homophobia were unrelated to a student's ability to learn from an openly gay lecturer or their examination performance; (c) the presence of an openly gay lecturer significantly reduced homophobia among undergraduate students. These findings offer support to gay educators by highlighting the minimal impact on student learning and performance from being open about their sexuality. Instead, these results suggest that being open about homosexuality could reduce homophobia among undergraduate students. [ABSTRACT FROM AUTHOR] |
| Copyright of Teaching in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This study examined the complex relationship between homophobia, heteronormativity, and an openly gay lecturer in a British university setting. First, heterosexual undergraduate sports students' levels of homophobia were recorded. Then, after taught sessions, participants were asked to estimate the frequency of homosexual-heterosexual examples and content used, as well as to complete tests to measure academic progress. This was followed by an end-of-course examination. Results indicated (a) no relationship between levels of homophobia and levels of heteronormativity; (b) that levels of heteronormativity and homophobia were unrelated to a student's ability to learn from an openly gay lecturer or their examination performance; (c) the presence of an openly gay lecturer significantly reduced homophobia among undergraduate students. These findings offer support to gay educators by highlighting the minimal impact on student learning and performance from being open about their sexuality. Instead, these results suggest that being open about homosexuality could reduce homophobia among undergraduate students. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 13562517 |
| DOI: | 10.1080/13562517.2018.1553031 |
