Contract teaching of academic skills.

Studied 92 college students enrolled in a study-skills course. An individualized contract requiring students to identify nonproductive study behaviors and agree with their instructors on appropriate strategies for desired change was examined for effects on attitudes to study and subsequent academic achievement. Two instructors each taught a contract and a noncontract group. A group of 18 Ss taught by a 3rd instructor acted as a control to check for experimenter effect. Contract Ss improved significantly more on self-reported attitudes toward study (Survey of Study Habits and Attitudes) than either noncontract or control students. A follow-up study showed that contract students gained better GPAs and maintained this improvement for 2 yrs. Results are discussed in terms of the demands made on both student and instructor by this method of instruction. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Measuring attitudes regarding bisexuality in lesbian, gay male, and heterosexual populations.

Five studies on the development and validation of the Attitudes Regarding Bisexuality Scale (ARBS) were conducted. Factor analysis of an initial pool of 80 items yielded 2 factors assessing the degree to which bisexuality is viewed as a tolerable, moral sexual orientation (Tolerance) and a legitimate, stable sexual orientation (Stability). Three forms of the ARBS were created: a form to assess attitudes about female and male bisexuality (i.e., ARBS-FM) and forms to assess attitudes about female bisexuality (i.e, ARBS-F) and male bisexuality (ARBS-M). These forms evidenced moderate-to-high internal consistency reliability in both lesbian and gay samples and heterosexual samples. In heterosexual women and men, subscale were most strongly related to attitudes toward lesbians and gay men; frequency of religious attendance; political ideology; and prior contact with lesbian, gay, and bisexual people. In lesbians and gay men, subscales correlated with prior experiences with bisexual people, desired contact with bisexual people, contact with homosexual people, and sexual orientation identity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gay and lesbian clients' selection of therapists and utilization of therapy.

Examined gay and lesbian clients' therapy utilization and therapist selection. Specifically the study examined whether clients' sexual orientation and gender relate to the total number of therapists seen and to the average duration of therapy, what the demographic characteristics of the therapists chosen by gay and lesbian clients are, the likelihood that gay men and lesbians prescreened potential therapists for gay-affirmative attitudes, the methods used to prescreen, and if the prescreening related to client satisfaction. 172 gay men and 220 lesbians (aged 22–71 yrs) who had seen at least 1 therapist participated in the study. A comparison group of 81 heterosexual individuals matched for demographic characteristics also participated in the study. Results show that 41% of the therapists gay and lesbian Ss saw in the 1990s were gay, lesbian, or bisexual. Of the therapists seen, 63% had been screened for gay-affirmative attitudes by respondents before being selected. Prescreening was associated with higher therapist ratings. Several methods for therapist screening were reported including seeking a referral. Results also show that gay and lesbian Ss reported seeing more therapists and seeing therapists for longer durations than heterosexual Ss. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Shame, internalized heterosexism, lesbian identity, and coming out to others: A comparative study of lesbians in mainland China and Hong Kong.

The purpose of this study was to investigate coming out to family and friends and their relationships to shame, internalized heterosexism, lesbian identity, and perceived social support in Chinese lesbians from 2 different cultural settings—Mainland China (N = 244) and Hong Kong (N = 234). Results of structural equation modeling showed that, in both samples, a sense of shame was related to internalized heterosexism and a devaluation of one’s lesbian identity, which in turn was related to a decreased likelihood of coming out to others. Shame was also associated with a reduced perception of support from friends, which seemed in turn to exacerbate internalized heterosexism among lesbians. Family support was generally unrelated to outness, except for outness to friends in the Hong Kong sample. Results are discussed in relation to the cultural stigma attached to same-sex orientation and the cultural practice of shaming that parents use to socialize children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Familial occurrence of a del(Xp-) chromosome: pitfall in karyotype/phenotype correlation

PURPOSE: To examine the attitudes of physicians practicing in New Mexico toward gay and lesbian medical students, house officers, and physician colleagues. METHOD: In May 1996, the authors mailed a questionnaire with demographic and attitude questions to 1,949 non-federally employed physicians practicing in New Mexico. The questionnaire consisted of questions dealing with medical school admission, residency training, and referrals to colleagues. The response rate was 53.6%. RESULTS: Of all the responding physicians, 4.3% would refuse medical school admission to applicants known to be gay or lesbian. Respondents were most opposed to gay and lesbian physicians' seeking residency training in obstetrics and gynecology (10.1%), and least opposed to their seeking residency training in radiology (4.3%). Disclosure of homosexual orientation would also threaten referrals to gay and lesbian obstetrician-gynecologists (11.4%) more than to gay or lesbian physicians in other specialties. CONCLUSION: Physicians' attitudes toward gay and lesbian medical students, house officers, and physician colleagues seem to have improved considerably from those reported previously in the literature. However, gay men and lesbians in medicine continue to face opposition in their medical training and in their pursuit of specialty practice.     

The disclosure dilemma for gay men and lesbians: "Coming out" at work.

This study examined disclosing sexual orientation at work for 220 gay men and 159 lesbians. Self-acceptance, the centrality of one's identity, how "out" one is to friends and family, employer policies, and perceived employer gay-supportiveness were associated with disclosure behaviors at work for gay/lesbian employees. Disclosing at work and working for an organization perceived to be more gay supportive was related to higher job satisfaction and lower job anxiety. Reactions of coworkers to gay or lesbian workers mediated the relationship between disclosure and gay/lesbian workers' job attitudes. Implications and solutions for management are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Therapists' needs for training in counseling lesbians and gay men.

A survey of 112 therapists' attitudes, knowledge, concerns, and strategies in counseling lesbians and gay men clients revealed a strong need for therapist training. Although Ss showed generally liberal attitudes toward homosexuals, they admitted a lack of knowledge concerning lesbian and gay male lifestyles. Ss' major concerns in counseling gay clients were the maintenance of objectivity, countertransference, and lack of knowledge of homosexuality. It is recommended that training in counseling lesbian/gay clients become a standard feature of accredited training programs in clinical psychology, that competence in counseling lesbian/gay clients become a prerequisite for state licensure, and that the availability of continuing education regarding therapy for lesbian/gay clients continue for practicing clinical psychologists. (62 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Student/instructor attitude similarity, student ratings, and course performance.

Investigated the validity of student ratings of instructional effectiveness by exploring the relations among student ratings, course performance, and the perceived attitude similarity of students and their instructors. 349 college students enrolled in 22 classes first rated instructor effectiveness on a 28-item rating form and then rated their own attitudes plus instructor attitudes on an attitude scale adapted from D. Byrne (1971). Another 296 college students enrolled in 19 classes rated instructor effectiveness and then their own attitudes plus instructor attitudes on an attitude scale adapted from F. E. Hofman and L. Kremer (see record 1980-33352-001). For both S groups, official end-of-term grades were also collected. Consistent with prior research, modest correlations were found between student ratings and perceived attitude similarity. There was also a modest relation between similarity and course grades. These relations were greatly reduced (56.2 and 44.5%, respectively) when the large influence of instructors on ratings and achievement was removed. Findings fail to support the claim that perceived attitude similarity is a substantial source of bias in student ratings. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Essential issues in working with lesbian and gay male youths.

Psychologists working with young gay men and lesbians may experience public and agency resistance based primarily on the confusion of moral and rational thinking and on homophobia. To work effectively with young lesbians and gay men, psychologists need to be relatively free of homophobia and knowledgeable about gay male and lesbian life-styles. Provision of developmental process information to the client is very useful. Internal and external homophobia, a lack of healthful role models, coming out to oneself and others, and AIDS (acquired immune deficiency syndrome) are among the most critical problems faced by young gay men and lesbians. Although a discussion of intervention techniques is beyond the scope of this article, bibliotherapy is briefly described as one effective intervention in that it provides necessary information to the client and it serves as a springboard for therapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Science and advocacy issues in research on children of gay and lesbian parents.

Herek (see record 2006-11202-004) identified the question "Does having gay, lesbian, or bisexual parents disadvantage a child relative to comparable children of heterosexual parents, parents, such that denying same-sex couples the right to marry is ultimately beneficial for children?" (p. 607) as a central issue that has featured prominently in legal and policy debates about same-sex marriage. This comment is a response to Herek's minimization of the significance of the virtual lack of any research focusing on the overall adjustment of children of gay fathers and his failure to clarify that findings about children raised by lesbians are being generalized to children of gay fathers. Given that opponents make egregious statements about the unfitness of gay and lesbian parents and the pathology of their children, are we justified in lowering our standards about how scientific research is described and reported? Herek was correct when he called for more research in understudied areas (p. 614), but until such research is conducted, psychologists must consider carefully what standards to use in summarizing and communicating research findings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teachable Moments and the Tyranny of the Syllabus: September 11 Case

The September 11, 2001, terrorist attacks on the World Trade Center and the Pentagon presented unique teachable moments to engineering educators but with the competing demand to complete the course as designed and as dictated by the tyranny of the syllabus. A questionnaire was administered to undergraduate students enrolled in three professional ethics courses in 2001 and 2002 to ascertain the extent to which their instructors used the events as teachable moments. For comparison, the questionnaire was administered 1 year after the attacks to students enrolled in courses of an academic enrichment program at Duke University and environmental science students at North Carolina Central University. The percentage of courses addressing the events was highest in the Fall 2001 semester, when the attacks occurred, falling in the Spring 2002 semester, but increasing in Fall 2002. Most respondents supported the use of the events as teachable moments even if the syllabus and course outline had to be adjusted. The results indicate that engineering education must be open to opportunities to teach physical science and engineering concepts and to introduce the students to the social sciences and humanities.     

Working in a majority context: A structural model of heterosexism as minority stress in the workplace.

This study used the minority stress theory to develop models of antecedents and outcomes of heterosexism in the workplace. Heterosexism was assessed via the Workplace Heterosexist Experiences Questionnaire, a new scale assessing direct (e.g., anti-gay jokes) and indirect experiences (e.g., assumptions of heterosexuality). Structural equation modeling with two community samples (N?=?287) of gay, lesbian, and bisexual people indicated that heterosexism was best predicted by perceptions that the employer does not take heterosexism seriously (i.e., organizational climate). Experiencing heterosexism was associated with adverse psychological, health, and job-related outcomes, thus supporting the minority stress theory. In addition, outness was positively related to experiences of direct heterosexism but negatively related to indirect experiences. The minority stress theory is discussed in light of the mental health history of pathologizing homosexuality. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lesbian and gay male group identity attitudes and self-esteem: Implications for counseling.

96 lesbians and gay men (aged 18–46 yrs) completed the Rosenberg Self-Esteem Scale and a modified version of J. E. Helms and T. A. Parham's (1985) Racial Identity Attitude Scale (RIAS). Based on W. E. Cross's (1971, 1978) model of African-American identity development, the RIAS assesses 4 distinct psychological stages (preencounter, encounter, immersion-emersion, and internalization), which are thought to correspond to a parallel process in the development of gay male and lesbian group identity attitudes. Consistent with findings among other minority groups, the results indicated a moderate inverse relationship between preencounter attitudes and self-esteem and a positive relationship between internalization attitudes and self-esteem. Encounter and immersion-emersion attitudes were (nonsignificantly) negatively correlated with self-esteem. Implications for counseling gay men and lesbians are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Lesbian and gay psychology: Theory, research, and clinical applications.

Reviews the book, Lesbian and gay psychology: Theory, research, and clinical applications by Beverly Greene and Gregory M. Herek (1994). This volume is a collection of theoretical, research, and clinical articles which share in common only their focus of a psychological approach to gay and lesbian issues. Particularly admirable is the handling of a variety of lesbian issues including sexual pride and shame, physical appearance, and feminist politics of sexual orientation. There are also good articles on stereotypes and attitudes toward lesbians and gay men. This volume moves the psychological study of lesbian and gay issues beyond being merely gay affirmative into looking at hard issues, and reconnecting gay studies with the larger body of psychological theory, research, and clinical practice. As a psychological potpourri of articles, it suggests what can be accomplished in lesbian and gay psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Out on campus: sexual orientation and academic climate in a university context

Although lesbian, gay, and bisexual (LGB) students often "come out" in university settings, empirical studies have demonstrated that these environments are often hostile toward them. The current paper posits that such hostile contexts adversely affect their educational experiences. Results from a survey of a stratified random sample of 1,927 undergraduate and graduate students on a scale measuring perceptions of academic climate (General Campus Climate) supported this claim: LGB students had more negative perceptions of a variety of campus factors. In addition, a scale measuring perceptions of Lesbian, Gay, and Bisexual Campus Climate found that LGB students were more likely than heterosexuals to perceive the campus as inhospitable to LGB people. Women and racial and ethnic minorities were also more likely to rate the LGB climate as hostile. Finally, data from two scales measuring attitudes believed to influence these perceptions yielded gender, racial/ethnic, religious, and sexual orientation differences in theoretically meaningful directions. Results indicate that LGB students often experience the university in more negative ways than heterosexual students, and that certain campus communities--particularly women and racial/ethnic minorities--are more aware of this negativity and contribute to it less because of their relatively more progay attitudes. Implications for how to improve LGB students' experiences are discussed.     

Student evaluations of college instructors: Effects of type of course taught, instructor gender and gender role, and student gender.

The college curriculum is often separated into divisions or course types (e.g., natural science, the arts) that may be perceived to differ in the extent to which they use expressive feminine attributes (e.g., affectionate, sensitive) and instrumental masculine attributes (e.g., assertive, forceful). In Experiment 1, the effects of course type, student gender, and instructor gender and gender role on student evaluations of instructor effectiveness were examined. In Exp 2, students' perceptions of the importance of various gender role characteristics in instructors of different course types were explored. Results suggest that instructor gender role is more important than instructor gender in affecting student evaluations. Both female and male students preferred instructors (science instructors, in particular) who possessed both feminine and masculine characteristics, regardless of the gender of the instructor. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Examining the relationship between multiple internalized oppressions and African American lesbian, gay, bisexual, and questioning persons’ self-esteem and psychological distress”: Correction.

Reports an error in "Examining the relationship between multiple internalized oppressions and African American lesbian, gay, bisexual, and questioning persons' self-esteem and psychological distress" by Dawn M. Szymanski and Arpana Gupta (Journal of Counseling Psychology, 2009[Jan], Vol 56[1], 110-118). The DOI was incorrect. The correct DOI is 10.1037/a0013317. (The following abstract of the original article appeared in record 2009-00624-002.) Lesbian, gay, bisexual, and questioning (LGBQ) persons come from diverse cultural groups with diverse racial and ethnic identities. However, most research on LGBQ persons has used primarily White samples, and most research on African Americans has used largely heterosexual samples. Thus, research has largely failed to attend to and investigate the complexity of African American LGBQ persons' experiences. This study examined the relations between multiple internalized oppressions and African American sexual minority persons' self-esteem and psychological distress. Results indicated that when examined together, internalized racism and internalized heterosexism (also known as internalized homophobia) were both significant negative predictors of self-esteem, but only internalized heterosexism was a unique positive predictor of psychological distress. The interaction of internalized racism and internalized heterosexism was not a significant predictor of self-esteem or psychological distress. Finally, the authors' findings indicate that self-esteem partially mediates the relationship between internalized heterosexism and psychological distress. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Improving dressing behavior in cognitively impaired nursing home residents

Gays and lesbians are becoming increasingly visible to the healthcare professional as a result of the AIDS epidemic and the growing number of lesbian mothers. Ethical practice requires that nurses have an understanding of diverse cultures but focus has historically been on racial and ethnic minorities; little research exists on those with minority sexual or affectional preferences. Heterosexism, the promotion of a heterosexual orientation as the only viable option, has much the same effect as racism. Individuals experience feelings of shame, self-hatred, and lowered self-esteem. The purpose of this article is (1) to present the current state of knowledge regarding individual identity formation and couple development in the gay and lesbian community and (2) to describe the impact of heterosexism. Implications for nursing practice and research will be explored.     

Lesbian and bisexual mothers and nonmothers: Demographics and the coming-out process.

In a large, national sample of 2,431 lesbians and bisexual women, those who had children before coming out, those who had children after coming out, and those who did not have children were compared on demographic factors and milestones in the coming-out process. Differences were found in race/ethnicity, age, prior marriage, income, religion, use of mental health counseling, and reported hate crimes. Results are also presented for lesbians and bisexual women of each ethnic/racial and age group. Controlling for age and income, lesbians and bisexual women who had children before coming out had reached developmental milestones in the coming-out process about 7-12 years later than women who had children after coming out and about 6-8 years later than nonmothers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Homosexuality and psychopolitics: An historical overview.

Traces various sources of attitudes toward homosexuality (HMSX) throughout history and explores the scientific and political forces that contributed to the depathologization of HMSX in the psychological community via the American Psychological Association. Advances in the understanding of lesbian and gay issues within psychology since the early 1970s are considered, as well as an analysis of the current state of attitudes toward HMSX within professional psychology. Attitudes toward HMSX within psychology have changed from viewing HMSX as a form of mental illness to considering gay males and lesbians to be an oppressed group in need of special considerations. However, more attention needs to be paid to the diversity within the lesbian and gay male populations in terms of race and ethnicity, religious diversity, class issues, and physical, emotional, and cognitive disability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)