M.A. / This study posits that although the South African government has shown an unprecedented commitment to acknowledging and upholding the human rights of lesbians and gay men, negative attitudes exist towards lesbians and gay men in university communities. A survey of 880 heterosexual students (356 men and 524 women) in a university community was conducted using the Attitudes Towards Lesbian and Gay Male Scale (ATLG). The results indicate that heterosexual students have negative attitudes towards lesbians and gay men, that religiosity has an influence on attitudes, that contact with lesbians or gay men reduces negative attitudes, and no differences exist between race groups with regards to attitudes towards lesbians and gay men. Furthermore, South African students at the University of Johannesburg have different attitudes towards lesbians and gay men compared to students at a university in the United States of America. South African heterosexual male students at the University of Johannesburg have more negative attitudes towards lesbians and gay men than students than heterosexual male students at a university in America, whilst South African heterosexual female students have more positive attitudes towards lesbians and gay men than their American counterparts. The results are discussed against the background of previous studies, and suggestions for future research are made. / Prof. G.P. de Bruin Dr. I. van der Merwe

Thesis (Ed.D.) in Educational Leadership--University of Maine, 2005. / Includes vita. Includes bibliographical references (leaves 147-151).

In this research, our participants were asked five questions: Do gay and lesbian people fit into Chinese society? Are Chinese university students open and tolerant on gay and lesbian issues? How do these students perceive their gay and lesbian peers? How do their beliefs affect their attitudes toward their gay and lesbian peers? Is their university a safe and welcoming place for gay and lesbian students? To answer these questions, a qualitative methodology was employed involving six one-on-one interviews and two focus group interviews. <p>The participants did not believe that gay and lesbian people fit into Chinese society; however, the students themselves are becoming more open and tolerant on gay and lesbian issues in recent years because of the influence of technological innovation, media, and Western culture. <p>The findings suggest a degree of acceptance of gays and lesbians though the participants simultaneously distanced themselves from their homosexual peers. They perceived the university to be a safe place for gay and lesbian students in the sense that nobody would hurt them, but they did not see the university as a welcoming place. <p>To better understand the students perspectives, the transcripts were analyzed within a Chinese cultural and social context. Offering a realistic picture of heterosexual students perspectives might encourage them to reduce discrimination against their gay and lesbian peers, and to create a better learning environment for both heterosexual and homosexual students.

In this research, our participants were asked five questions: Do gay and lesbian people fit into Chinese society? Are Chinese university students open and tolerant on gay and lesbian issues? How do these students perceive their gay and lesbian peers? How do their beliefs affect their attitudes toward their gay and lesbian peers? Is their university a safe and welcoming place for gay and lesbian students? To answer these questions, a qualitative methodology was employed involving six one-on-one interviews and two focus group interviews. <p>The participants did not believe that gay and lesbian people fit into Chinese society; however, the students themselves are becoming more open and tolerant on gay and lesbian issues in recent years because of the influence of technological innovation, media, and Western culture. <p>The findings suggest a degree of acceptance of gays and lesbians though the participants simultaneously distanced themselves from their homosexual peers. They perceived the university to be a safe place for gay and lesbian students in the sense that nobody would hurt them, but they did not see the university as a welcoming place. <p>To better understand the students perspectives, the transcripts were analyzed within a Chinese cultural and social context. Offering a realistic picture of heterosexual students perspectives might encourage them to reduce discrimination against their gay and lesbian peers, and to create a better learning environment for both heterosexual and homosexual students.

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This thesis examines gay student organizing to understand the role of college students in the burgeoning lesbian and gay movement of the 1970s. Although students are widely recognized as participants in gay activism in this period, few studies have attempted to explore their particular role. The Gay Academic Union (GAU) at Florida Atlantic University in Boca Raton, FL, is presented as a case study, using archival and oral history research. Lesbian and gay students participated in the construction of a new political strategy based on visibility and community, which positioned “coming out” as its central metaphor. During the early to mid-1970s, students were especially well positioned to play a role in the gay movement, which relied on small, local organizations to spread gay politics throughout the nation. However, in the wake of the Anita Bryant-led effort to repeal Miami-Dade’s gay rights ordinance in 1977, the growth of national gay organizations and a national media discourse on homosexuality began to eclipse the type of organizing at which college students had excelled. By extending the narrative of gay organizing in the 1970s outside of urban centers, the story of the GAU at Florida Atlantic demonstrates that college students played a crucial part in disseminating the new forms of gay identity and culture associated with the gay movement.

The study used a survey design to ascertain the levels of knowledge and attitudes of special education and non-special education preservice and inservice teachers towards students with different sexual orientations. The results of this study are based on 408 responses from preservice and inservice teachers enrolled at seven institutions of higher education within North Carolina, Virginia, and the District of Columbia offering teacher training programs in regular and/or special education. Two previously developed instruments were used to measure dependent variables in this study. Koch's modified version of The Knowledge about Homosexuality Questionnaire developep by Harris, Nightengale & Owen was used to measure the dependent variable of the preservice and inservice teacher's knowledge about homosexuality. Herek's Attitudes Toward Lesbians and Gay Men (ATLG) measured the dependent variable of attitudes towards homosexuals. The study found no significant differences reported mean scores for knowledge or attitude of homosexuality among the teacher groups surveyed: (a) special education preservice teachers, (b) non-special education preservice teachers, (c) special education inservice teachers, and (d) non-special education inservice teachers. Neither gender nor age were found to be factors in measures of knowledge or attitude of preservice or inservice teachers. Receiving prior instruction in serving the needs of GLBT students, or with a focus GLBT issues, contributed to higher levels of knowledge and more positive attitudes. This research identified current levels of knowledge and attitudes of preservice and inservice teachers towards GLBT youth, and this information may help outline areas of possible changes necessary in teacher preparation programs, research, and policy.

Higher education in South Africa is faced with a paramount task to help erode the social and structural inequalities that have been inherited from the Apartheid system (Department of Education 1997; Council on Higher Education 2000:12). The findings from the Soudien Report (2008:116-117) point out that the post-Apartheid higher education system in South Africa is characterised by various forms of discrimination and institutional cultures that marginalise some members of institutions resulting in pervasive feelings of alienation. In the South African higher education field, the concept of a “home” for all has been used by a variety of commentators to depict a vision of what transformed, inclusive higher education institutional cultures might look like. In this thesis, I interpret the experiences of residence life on the part of gay, lesbian and bisexual students on a largely residential campus. I ask how gay, lesbian and bisexual students experience being “at home” in the campus’s residence system. The thesis is based on 18 in-depth qualitative interviews with students who self-identify as gay/lesbian or bisexual who have experienced residence life on the campus for a period longer than six months. A wide literature exists on the concept of “home”. Drawing from many different disciplines including anthropology, history, philosophy, geography, psychology, architecture and sociology, I distil the essential features of “at homeness” as incorporating comfort, privacy, security, acceptance, companionship and community. The research was concerned to inquire into how central the idea of home is to human flourishing and then into how gay, lesbian and bisexual students are routinely denied many of the essential comforts associated with being “at home” that heterosexual students have the privilege of taking for granted.