This is an electronic version of an article published in Journal of GLBT Family Studies, 7[1/2], 2011. Journal of GLBT Family Studies is available online at: http://www.informaworld.com/smpp.
Diversity content is often met with covert and overt resistance in the classroom. Utilisation of a balanced learning model may address classroom resistance. Balanced learning models require 'backwards' course planning, equal attention to course content and class process, and a strategic use of cyclical course design to include introduction of new materiel, experience, followed by personal reflection. Using a balanced learning model moves classroom instruction beyond active learning strategies in the classroom, but can present unique challenges for instructors. While not without challenges, utilising a balanced learning model proves useful during course design and delivery of a graduate course on diversity. The article describes balanced learning models emergence, define the benefits of such models, and ultimately demonstrate how using a balance learning model is a useful course design tool to reduce resistance to diversity content in the classroom.
Women who self-identify as lesbian are choosing to be mothers; such pursuit is full of challenges. Still many lesbian women are making deliberate choices to pursue motherhood. Thus, they are negotiating that choice within a culture which is both heterocentric and homophobic. This article explores the ways women are prioritizing factors influencing their decision to pursue motherhood utilizing phenomenological methods. Findings suggest lesbian women feel perceived parenting readiness is the paramount indicator of parenting readiness. Further, readiness is characterized by emotional and financial readiness, relationship stability, and having adequate sources of support
A quasi-experimental one group, pre-test post-test design with non-random convenience sampling, the researchers assessed 61 Advanced Standing MSW students who matriculated at a rural Intermountain Northwest school of social work. Changes in students' knowledge and attitudes toward lesbian, gay, and bisexual (LGB) people were measured using sub-scales of the LGB-KASH scale (Worthington, Dilton, & Schutte, 2005) and include knowledge of LGB history, religious conflict, internalized affirmation of LGB people and issues, hatred and violence toward LGB people, and knowledge and attitudes toward extension and exclusion of civil rights for LGB people. Completion of required, highly experiential, bridge course content regarding LGB history and experiences appears to be significant in reducing religious conflict, increasing knowledge of LGB issues, and increasing internalized affirmativeness of LGB individuals.
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