The research described in this paper is from a dissertation submitted in fulfillment of the requirements for the degree of Doctor of Philosophy in Education at the University of Sydney. Grateful acknowledgment is made to Ian Smith and Laurel Bornholt who guided the research and provided valuable comments on an earlier draft of the manuscript. Also deserving sincere thanks are Sue Nicolson for implementation and data collection, school education and juvenile justice personnel for support, the students for valiant participation, and Michael Bailey for review and helpful suggestions.
A Comparison of Two Teaching Modules for Reducing Homophobia in Young Offenders1
Article first published online: 31 JUL 2006
Journal of Applied Social Psychology
Volume 25, Issue 7, pages 632–649, April 1995
How to Cite
Ven, P. V. d. (1995), A Comparison of Two Teaching Modules for Reducing Homophobia in Young Offenders. Journal of Applied Social Psychology, 25: 632–649. doi: 10.1111/j.1559-1816.1995.tb01603.x
- Issue published online: 31 JUL 2006
- Article first published online: 31 JUL 2006
The outcomes for young offenders (N= 37) of two teaching modules for reducing homophobia were evaluated using a multigroup pretest-posttest design. Dependent variables were cognitive, affective, and behavioral self-report measures, as well as short-story responses. Cognition was assessed by the Modified Attitudes Toward Homosexuality Scale (Price, 1982). Affects of homophobic guilt, homophobic anger, and delight were measured by the Affective Reactions to Homosexuality Scale (Van de Ven, Bornholt, & Bailey, in press). Behavioral intentions were assessed by the Homophobic Behavior of Students Scale (Van de Ven et al., in press). Interventions took two forms: a New South Wales Department of School Education module and a Community Care Schools module. The latter, which specifically addressed maintenance factors of juvenile offender homophobia, was anticipated to result in better outcomes. ANCOVAs and a difference of proportions test revealed that the Community Care Schools module was superior in terms of producing less commitment to homophobic behavior (p < .005), more positive written responses (p < .001), and more positive delight scores (p < .05). Implications for further interventions and research are discussed.