Avenue T: using film asentréein teaching about transgender

Abstract

Educators from a variety of disciplines include the concept of transgender and multiple gender identities in course curricula. The 'T' (denoting the specific inclusion of transgender) in the popular acronym LGBT (lesbian, gay, bisexual, transgender) often is given less pedagogical attention than is sexual orientation, and the transgender concept often is taught in the context of sexual orientation. An experimental study was conducted to determine if a brief film intervention would yield differences in knowledge of the transgender concept. Individuals were randomly assigned to one of three conditions. Conditions varied to include no exposure to the concept of being transgender, a 14-minute news documentary about the transgender concept, or a 28-minute news documentary about the transgender concept. Results supported hypotheses that a brief film intervention would produce higher accuracy of transgender knowledge. In addition, and supporting the contact hypothesis, participants with a transgender friend reported less transphobia and more empathy for transgender individuals.

Using Films to Increase Cultural Competence in Working With LGBTQ Clients

“…Participants' responses indicate that watching the films For the Bible Tells Me So (Karslake, 2007) and Normal (Busch et al, 2003) in a sexuality course are useful experiential teaching methods that serve to increase students' cultural competencies (ALGBTIC, 2009;Chao et al, 2011;Hipolito-Delgado et al, 2011;Long & Serovich, 2003). This study's findings support previous research that revealed that observing films helped counseling students by eliciting reactions about themselves and others (Arthur & Achenbach, 2002;Koch & Dollaride, 2000;Walters & Rehma, 2013), expanded their cognitive learning into affective learning (Ahn et al, 2012;Arthur & Achenbach, 2002;Igartua, 2010), and increased their empathy (Gerdes et al, 2011;Koch & Dollarhide, 2000;Roell, 2010;Villalba & Redmond, 2008) for the LGBTQ communities. Further, processing the films' material through class discussions and reflective journals and papers increased students' diversity awareness and sensitivity (Dave & Tandon, 2011;Laszloffy & Habekost, 2010;Loya & Cuevas, 2010;Villalba & Redmond, 2008), and helped them to process their emotional reactions and new perceptions into new professional application (Arthur & Achenbach, 2002;Whipple & Tucker, 2012).…”

“…Further, experiential learning methods provide students a medium to learn through others' lived experiences (Laszloffy & Habekost, 2010;Perry & Southwell, 2011), develop empathy for diverse clients (McDowell, Goessling, & Melendez, 2012;Villalba & Redmond, 2008;Walters & Rehma, 2013), and bridge the gap between theory and practice (Knecht-Sabres, 2010;Yardley et al, 2012).…”

Challenging heteronormative scripts through film and transformative pedagogy among TVET college students

“…We heed Bennett's (2011) suggestion about radical epistemological shifts when teaching sexualities. Film affords the opportunity for individuals to personalise their experiences with people of different sexuality or gender identity as well as to develop deeper understanding of their experiences (Walters and Rehma 2013). In using film to teach about transgender, Walters and Rehma (2013) found that this intervention yielded positive change in knowledge of the concept of 'transgender'.…”

“…Film affords the opportunity for individuals to personalise their experiences with people of different sexuality or gender identity as well as to develop deeper understanding of their experiences (Walters and Rehma 2013). In using film to teach about transgender, Walters and Rehma (2013) found that this intervention yielded positive change in knowledge of the concept of 'transgender'. We thus seek to challenge homophobia through embedding discussions of gender identity within the TVET college's academic curricula by bringing film into it (Walters and Rehma 2013).…”

“…In using film to teach about transgender, Walters and Rehma (2013) found that this intervention yielded positive change in knowledge of the concept of 'transgender'. We thus seek to challenge homophobia through embedding discussions of gender identity within the TVET college's academic curricula by bringing film into it (Walters and Rehma 2013).…”