Journal Article


Still an occupational hazard?: The relationship between homophobia, heteronormativity, student learning and performance, and an openly gay university lecturer

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.

Attached files

Authors

Batten, John
Ripley, Matthew
Anderson, Eric
Batey, Jo
White, Adam J.

Oxford Brookes departments

Faculty of Health and Life Sciences\Department of Sport, Health Sciences and Social Work

Dates

Year of publication: 2018
Date of RADAR deposit: 2018-11-26



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This RADAR resource is the Accepted Manuscript of Still an occupational hazard?: The relationship between homophobia, heteronormativity, student learning and performance, and an openly gay university lecturer

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