Darcy C Siebert

COLLEGE STUDENTS' ATTITUDES TOWARD GAYS AND LESBIANS

A variety of pedagogical techniques have shown promising results in promoting acceptance and affirmation of gays and lesbians among students in social work, allied health, and education professions. In this article we examine whether 211 students enrolled in a human sexuality course in a southeastern university changed their attitudes toward gays and lesbians and identify differences in attitudes by demographic groups. At pretest the sample scored moderately negative on the Index of Attitudes Toward Homosexuality. Scores were significantly lower at posttest. Males scored significantly higher than females at pretest, but their scores changed more at posttest. Human sexuality courses that incorporate an exposure component are one way social work educators can change negative attitudes toward gays and lesbians.

Attitudes Toward Gays and Lesbians: A Latent Class Analysis of University Students

ABSTRACT The profession of social work advocates for civil rights for gay men, lesbians, and bisexual persons. However, a number of social work students and practitioners harbor antigay bias that in prior variable-centered research has been determined to be related to race, relationship status, and age. The purpose of this research was to use latent class analysis (LCA), a person-centered statistical technique, to cluster 394 university student survey responses to the Attitudes Toward Lesbian and Gays short-form instrument. The analyses indicated three groups that can be profiled as unbiased, moderately biased, and highly biased. Analysis of variance and multinomial regression verified LCA findings that are consistent with prior research. The importance of selecting appropriate educational approaches to address antigay bias among social work students and practicing social workers is discussed, and recommendations for continued research, including a national random survey of social work students and licensed social workers, are made.

Information about human sexuality: sources, satisfaction, and perceived knowledge among college students

This study explored how 333 undergraduate and graduate students attending a large university in the southeastern USA learned about sex, their satisfaction with how they learned about sex, and their self-perceived knowledge before and after taking a human sexuality course. An anonymous, voluntary survey was administered to students in the first and last sessions of human sexuality classes each semester from fall 2004 until spring 2006. Standardized measures included how students learned about sex, satisfaction with ways they learned about sex, barriers to parent–child discussions, and self-perceived knowledge about sex. Although 67% of students indicated parents should be instrumental in sex education, only 15% indicated parents as a primary source. Thirty-seven percent reported some level of dissatisfaction with how they learned about sex. Self-perceived knowledge increased significantly following the course. College courses addressing sexuality as integral to human development should complement college programming that focuses on risk reduction for sexually transmitted diseases/infections, sexual assault, and unintended pregnancy.

Development of the Emergency Medical Services Role Identity Scale (EMS-RIS)

This article describes the development and validation of the theoretically grounded Emergency Medical Services Role Identity Scale (EMS-RIS), which measures four domains of EMS role identity. The EMS-RIS was developed using a mixed methods approach. Key informants informed item development and the scale was validated using a representative probability sample of EMS personnel. Factor analyses revealed a conceptually consistent, four-factor solution with sound psychometric properties as well as evidence of convergent and discriminant validities. Social workers work with EMS professionals in crisis settings and as their counselors when they are distressed. The EMS-RIS provides useful information for the assessment of and intervention with distressed EMS professionals, as well as how role identity may influence occupational stress.