The “Virtual” Panel: A Computerized Model for LGBT Speaker Panels

Abstract

Recent societal trends indicate more tolerance for homosexuality, but prejudice remains on college campuses. Speaker panels are commonly used in classrooms as a way to educate students about sexual diversity and decrease negative attitudes toward sexual diversity. The advent of computer delivered instruction presents a unique opportunity to broaden the impact of traditional speaker panels. The current investigation examined the influence of an interactive “virtual” gay and lesbian speaker panel on cognitive, affective, and behavioral homonegativity. Findings suggest the computer-administered panel is lowers homonegativity, particularly for affective experiential homonegativity. The implications of these findings for research and practice are discussed.

A Media-Based School Intervention to Reduce Sexual Orientation Prejudice and Its Relationship to Discrimination, Bullying, and the Mental Health of Lesbian, Gay, and Bisexual Adolescents in Western Canada: A Population-Based Evaluation

“…The findings from this study align with the results in the literature about other, more well-established interventions that have been introduced into schools, such as GSAs, inclusive policies, and inclusive curricula [ 7 , 10 , 22 ] as well as previous research on theatre-based or film-based one-time events among college students [ 31 , 32 , 33 , 35 ]. Our study’s findings of similar effects in reducing bullying and negative mental health outcomes, while increasing school connectedness, were linked to a novel intervention to support LGB students; very few studies have been published that assess this type of film-based supplementary program, and none we have found focus on this type of program for high school students, nor for heterosexual students.…”

“…A number of studies over the past three decades have examined intervention strategies such as panel discussions, theatre performances, or films about LGBTQ people, combined with discussions guided by LGBTQ facilitators, to reduce homophobic attitudes and prejudice, foster empathy and increase supportive attitudes, and potentially to change stigma behaviours. Although panel discussions and informational presentations have shown mixed results in reducing homophobic attitudes [ 31 , 32 ] interventions that involve theatre performances have shown significant, and in some cases, sustained reduction in homophobic attitudes [ 33 , 34 ]. Interventions using films have also shown positive effects [ 31 , 32 , 35 ].…”

“…Although panel discussions and informational presentations have shown mixed results in reducing homophobic attitudes [ 31 , 32 ] interventions that involve theatre performances have shown significant, and in some cases, sustained reduction in homophobic attitudes [ 33 , 34 ]. Interventions using films have also shown positive effects [ 31 , 32 , 35 ].…”

Sex, Bugs, and Rock ’n’ Roll: A Service-Learning Innovation to Enhance Medical Student Knowledge and Comfort With Sexual Health

“…46,47 Likewise, knowledge acquisition about populations can, if not appropriately conducted, lead to affirmation of existing negative stereotypes and result in uncomfortable encounters. 48 Thus, facilitators should anticipate these challenges and be prepared to manage questions, conflicting opinions during discussions, and occasional extreme attitudes from students. Also, facilitators may need to refer students to support services, where available, and be prepared to answer queries about professional conduct and requirements.…”

Converging Cultures: Partnering in Affirmative and Inclusive Health Care for Members of the Lesbian, Gay, Bisexual, and Transgender Community

“…Mandatory online competency trainings can serve as an additional platform for developing cultural competence. This could be achieved by creating a virtual panel, similar to the time-sensitive efforts of Beasley et al (2012), in which LGBT community members provide education by describing their experiences in health care. If formal continuing education workshops are offered, they can be scheduled as a series of 1-hour lectures to promote attendance before work or on lunch breaks.…”