Lesbian and gay college students face heterosexist and homophobic attitudes and behaviors from their heterosexual peers (Burn, 2000; Fine, 2011; Franklin, 2000; Rankin, 2003; Silverschanz, Cortina, Konik, & Magley, 2008; Woodford, Howell, Silverschanz, & Yu, 2012; & Yost & Gilmore, 2011). Greek fraternity and sorority organizations can contribute to and influence the heterosexist and homophobic climate on college campuses. Greek organizations offer leadership opportunities, community engagement, and a sense of belonging, but these organizations can also perpetuate a climate of hostility and rejection of lesbian and gay peers (Case, 1996; Case, Hesp, & Eberly, 2005; DeSantis, 2007; Rankin et al., 2007; Windmeyer, 2005; Windmeyer & Freeman, 1998, 2001). As a result of the prejudice seen on college campuses, prejudice reduction interventions have been conducted with college students to reduce prejudiced attitudes toward lesbian and gay individuals. Recent research indicates that reducing prejudice does not necessarily cultivate ally behaviors toward stigmatized outgroups (Pittinsky, 2012). Some research suggests that, compared to lower levels of prejudice, positive feelings (allophilia) toward minority groups better predict supportive behaviors toward those outgroups. Using an expanded positive-focused conceptual framework, the current study tested the impact of one empathic joy focused intervention and one values affirmation focused intervention on reducing prejudiced attitudes toward lesbians and gay men, cultivating positive feelings and attitudes toward lesbians and gay men, fostering lesbian and gay affirming social justice competency, and cultivating attitudes toward social justice in a sample of fraternity and sorority college student leaders (N = 106). The current study also compared the effectiveness of these two positive focused interventions to a traditional anti-heterosexism prejudice reduction intervention (e.g., Blumenfeld, 1992). Findings from this study illustrated significant pre-intervention to post-intervention changes within the empathic joy and the anti-heterosexism intervention groups on positive attitudes toward lesbians and gay men, positive behavioral intentions toward lesbians and gay men, and positive attitudes toward social justice. Implications of the research findings for future research on effective diversity training and social justice leadership development on college campuses, and particularly within Greek life, are discussed.

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abstract: Arizona’s district and charter communities have a history of conflict, including working against each other when advocating policy positions at the state legislature. The purpose of this research was to improve the relationship between the district and charter communities through an intervention based on intergroup contact theory. Through her personal network, the researcher formed and facilitated the Arizona Initiative for Public Education Dialogue (AZ iPED), comprised of eight district superintendents and charter leaders. This mixed-methods, action research study explored what happened when Arizona school district superintendents and charter school leaders were brought through intergroup contact to discuss potential policies they could jointly support. This study addressed the following three research questions: To what extent does intergroup contact increase allophilia (positive attitudes) between Arizona school district and charter school leaders? In what ways do participants voice allophilia during in-group dialogue? How do school district superintendents and charter school leaders socially construct and negotiate narratives that support the conflict between their two communities? The members of AZ iPED met four times from October through December, 2016. Allophilia (positive feelings toward the outgroup) data included an Allophilia Scale administered at the beginning and end of the study and transcripts of first and second in-group district and charter focus groups. Results are reported through descriptive statistics, Wilcoxon signed ranks of matched samples, and content analysis. Findings indicated a non-statistically significant increase in allophilia. Content analysis also indicated increases in the quantity and quality of allophilia talk. Narrative analysis of conflict talk generated the four following themes: competition sets the stage for conflict, actions construct conflict, perceptions sustain conflict, and conflict causes feelings. Those themes provided structure for compiling a collective District Narrative and collective Charter Narrative, which were further analyzed through the lens of conflict-sustaining collective narratives. Narrative analysis of select portions of the transcript suggested processes through which conflict-sustaining narratives were constructed and negotiated during intergroup contact. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2017