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TABLE OF CONTENTS
Page
Purpose of Curriculum 5
Target Population 6
Setting 6-7
Format 7
Number of Participants 7
Seating Arrangement 7
Introduction 8-10
Overall Goals 10
Intersect 37-44
Evaluation 44-46
References 50-54
Appendix C: Part II 59
Sexual Orientations 60
Educational Philosophy
information and lessons presented throughout, represent modern, scientific and pragmatic
approaches to dealing with homophobia and heterosexist gender ideologies (Sears, 1992).
It is the author’s position that social problems, like homophobia and sexism, can best be
logic. By addressing the issues of homophobia and socially constructed gender ideologies
critical analysis of sexist ideologies, thereby working to combat sexism and homophobic
violence.
Being that students learn in a variety of ways, this curriculum incorporates many different
group discussions and projects, role-plays, simulations, and case studies. Of particular
emphasis in this curriculum is the use of small group/team work and discussion exercises.
“Placing participants in teams and giving them tasks in which they depend
their social needs. They tend to get more engaged when they are doing it
with their peers. Once they have become involved, they also have a need
to talk with others about what they are experiencing, which leads to
critical thinking skills in students. In my opinion the best students are those who question
everything presented to them. In order to truly, and effectively educate, teachers need to
not only instill factual knowledge, but engender affective realizations as well. This
understand the world around them, as well as to provide important factual information
progressive educator, it is my belief that an educator’s duty is not only to present the
facts, but to engender positive change within those they teach. In the case of this
understanding of students will lead to positive social change, with regard to the
Purpose: This curriculum has been designed as a way to facilitate critical thinking about
gender as a social construct (Bornstein, 1995; Feinberg, 1998), and how the strict
Jagose 1996; Katz, 2006). Through education and group interactions, this curriculum
aims to foster individual growth, empathy of others, and a deeper understanding of how
the social construction of gender ideologies affects us all. Although a primary motive of
this curriculum is to lessen limiting and separatist gender attitudes, the overall purpose of
this curriculum is to combat homophobia and the various deleterious effects it has in
people’s lives.
should be used with populations able to comprehend concepts such as, “gender as a social
curriculum should be used with high school students and first to second year college
students. Most adolescents, by their last years of high school have developed great
interest in sexual topics and activities (Bruess & Greenberg, 2004). In this age group,
With regard to college aged populations, Bruess and Greenberg (2004) state that, “some
people are surprised that sexuality education is still needed at the college level, but
relatively free from harassment from anti-sexuality education forces, they can approach
sexuality education with honesty and thoroughness.” With college aged students, it is
important for the educator to not only give information about sexuality, but to help them
integrate sexuality issues into their own lives as well (i.e., make the material personally
relevant). However, the lessons herein would be suitable for any other adult population,
or even for younger students involved in “gifted” school-based programs. The rationale
for this is that exploring gender as a social construct, and relating gender ideologies to
Setting: This curriculum can be use in a variety of education settings, including high
school and college classrooms. The lessons could also be utilized separately, in group
name a few. However, the physical environment must be conducive to movement and
group work. A lecture hall with immovable seats would not be ideal.
The lessons in this curriculum require a great deal of sharing and group work, so having a
large class (over 30) could be undesirable. Having a class, that is too large, may
participants falls in the range of the average high school classroom size (The Heritage
Foundation, 2008).
horseshoe, with the educator in the front of the class between both legs of the U-shape.
The lessons are 90 minutes in duration to provide enough time to facilitate class activities
and give time for processing. Because the average attention span is typically shorter than
90 minutes, the lessons have been broken down into segments to keep people’s interest.
Homophobia & Gender 8
“The virtue of the U-shaped layout is that participants can see each other
trainer wants to break into full group discussion, participants can interact
for handing out materials as the need arises; the trainer simply moves into
horseshoe. If the room is large enough, participants can pull away from the
Introduction
Although nothing new to North American culture, homophobia, biphobia and transphobia
have been at the root of a great deal of violence among adolescents and young adults in
recent times (Burrell, 2008; Wooten, 2008). A tragic example of this shameful reality
took place on February 12, 2008 in southern California, when a 15 year old was shot in
the head by a 14 year old classmate. The reason for his death; he was openly gay, dressed
in “girls” clothing and wore make-up (Lee, 2008). This increasing violence against non-
2008).
When the term “homophobia” was first coined in the 1970s, it was described as a mental
people (Van der Meer & Herdt, 2003). Over the decades, this definition of homophobia
Homophobia & Gender 9
has evolved to include all of the negative feelings and attitudes that people have about
being gay or bisexual (Symanski & Carr, 2008; Wickberg, 2000). Although common
among both sexes, men and women have been found to experience homophobia for
slightly different reasons. According to Basow and Johnson (2008), women who scored
high on homophobia tended to disagree with sex role egalitarianism, held authoritarian
their personal sense of femininity. Homophobia among men, on the other hand, is mostly
(Claasen, 2000). In U.S. culture, the social construction of masculinity and femininity has
been formulated and promulgated in a way, that highly values “masculine traits,” while
dominating, unemotional and violent, whereas being feminine is often viewed as being
sensitive, maternal, submissive, passive, and weak (Kimmel, 1996). American males are
pushed to separate themselves from all that is feminine in order to prove their
“manliness” (Szymanski & Carr, 2008). This societal pressure often manifests into
violence against women, gay-bashing and homophobia. In fact, being homophobic and
young males (Finlay & Walther, 2003; Kimmel, 1996). Because male homosexuality is
often erroneously associated with femininity, it violates the strict gender norms of
traditional masculinity (O’Neil, 1981; Symanski & Carr, 2008). Homophobic bullying
ideologies can help foster a culture of intolerance and non-acceptance, thereby allowing
It is vitally important for students to have a solid grasp on the important, but often
ignored issues of homophobia, heterosexism, and the way that culturally-enforced gender
The following curriculum is not intended to force anyone to accept a specific point of
view, nor is it meant to attack those with opposing viewpoints. Rather, it is intended to
educating them about the ways in which gender is socially constructed, this curriculum
hopes to help engender empathy and understanding, while decreasing violence based on
homophobia and sexism. It should be noted that this curriculum is based on the educated,
albeit biased, view of the author regarding the intersection of gender and homophobia.
Overall Goals
By the end of the Homophobia and Social Construction of Gender workshop, participants
will be able to:
Goals:
- To raise students’ understanding about the differences between “genetic sex,”
“anatomical sex” and “gender.”
Objectives:
- Students will complete an in-class questionnaire that matches sex and gender-
related terms with their correct definitions.
- Students will discuss their viewpoints about the various terms and definitions
presented.
Materials
Poster Board or Butcher Block Paper
Masking Tape/Craft Tape
Nametag Necklaces
Chalk or Dry Erase Markers (depending upon the writing surface available)
Gender Terminology Worksheets (Appendix C, one for each student)
Lesson Plan
Welcome students to the workshop, and provide a synopsis of the material to be covered.
Before the class begins, the instructor will emphasize that this curriculum is not meant to
thinking about a topic that has been relatively ignored in the class-room environment.
Post ground rules, discuss each one, and ask students to contribute their own ground-rules
(Appendix A: Sample Ground Rules). Giving students the opportunity to add their own
ground rules for the class, will encourage engagement in the process (Hedgepeth &
Helmich, 1996). It is also advisable to offer individual time with the instructor after class,
in case students need to further process the feelings that are brought up by the material
presented.
Homophobia & Gender 12
Students will then be given nametag necklaces. They will be asked to think of two things
about themselves that people might not know by simply looking at them. Students will
be instructed to stand up, gather in the middle of the room, and introduce themselves to
another student (first their name, and then two things about themselves), and then
themselves to other students, not as themselves, but as the person whose name tag they
acquired. After each exchange, nametags will be switched. This process will take place
for roughly 5-10 minutes. The students will then be asked to sit down and each person
will introduce the person whose nametag they have, as well as the two things about that
person that they were told. The class will then engage in a small discussion about the
process.
1. What did it feel like to be forced to engage with students you did not know?
2. What was it like to share aspects of yourselves that others may or may not know
3. What does this activity tell you about visual cues and how people are
stereotyped?
Rationale:
The purpose of the exercise is to get people up and moving, enhance group cohesiveness,
and demonstrate the powerful role of stereotypes. By sharing aspects of one’s self that
the participant feels others would not know just by looking at them, they are
Homophobia & Gender 13
acknowledging cultural stereotypes based primarily on visual cues. In addition, they are
Instruct students to write a one-page journal entry after each day of class. Students will
be asked to reflect on their thoughts and feelings regarding the material presented in
class, as well as their own and their fellow students reactions to class discussions.
Journals will be handed in at the beginning of each class. The journals will not be
graded, but failing to hand in journals will effect their class-participation grade. When
deemed appropriate, the instructor will provide feedback and comments throughout the
journals. On the last day of class, the instructor will hand all journals back to the
students.
Rationale:
The journals will aid the instructor in adapting classroom instructions to the class’s
climate and informational needs. It is also a subjective way for the educator to evaluate
the affective goals of the curriculum, and provide insight into how the class is handling
the material. This information could be useful in deciding whether or not to modify or
even leave out certain activities. The fact that the journals are to be handed in will have
been communicated to the students, prior to class dismissal. Journaling is a way to allow
students to reflect on the content and process of the sexuality education they receive, and
provides a safe place to freely express personal reactions, values, beliefs, attitudes and
Homophobia & Gender 14
feelings (Hedgepeth & Helmich, 1996). This same rationale for journaling applies for the
Students will be instructed to notice three sheets of paper at various locations in the room.
One will be labeled “Genetic Sex,” another “Anatomical Sex,” and the last, “Gender”.
The participants will be read terms and/or descriptive statements, for which they will
move to the side of the room where they feel the term or statement matches. For
example, if the instructor says “testicles,” they can move to the “Anatomical Sex” or
“Gender” side of the room. Students will also be given the option to stand in the middle
if they are not sure. Groups will be instructed to talk among themselves about what led
them to that area. Groups will then be asked to share with the other groups (if any) as to
why they chose that side to stand on. The instructor will then communicate the correct
1. How common, in our society, it is for people to assume that gender and
Students will be asked to count off from 1-4 and then be divided into four groups based
Homophobia & Gender 15
on their assigned number. Each group will be handed copies of a worksheet with terms on
one side and definitions on the other (Appendix C). As a group, they will be instructed to
At the front of the class, preferably on a chalk board or dry-erase board, will be two
sheets of butcher block paper taped to the surface. There will be space in between the
sheets to be used for drawing lines from the terms to the definitions. One at a time, the
groups will be asked to send one of their members to the board to draw a line from the
term to the definition. The groups will be encouraged to send a different group member
up each time.
consensus (i.e., the instructor will ask the class what they think the correct definition is),
or through instructor intervention if the group consensus is wrong. Once the activity is
complete, class discussion will be required. Students will then be asked to return to their
seats.
1. Was everyone familiar with all the terms we just defined? If not, which ones were
new to you?
2. Are there any other terms relating to gender that people have heard, but are not
Rationale:
Homophobia & Gender 16
A good deal of time is spent during the beginning of this class in establishing ground
rules and preparing the students for the material to be presented. This is important not
only for building rapport (Silberman, 1998), but also due to the sensitive nature of the
students most likely will have experienced discrimination and hostility due to their sexual
orientation. Participating in a class about homophobia may exacerbate their anxieties due
to fears of being showcased and/or “outed” in class (Hillier & Harrison, 2004; Stombler,
may challenge their personal and religious beliefs. Such students may feel that their
ideologies are being attacked, and may react in defensive ways, or through
emphasize that the lessons in this curriculum are not meant to prove anyone right or
wrong, but to encourage critical thinking about a topic that has been relatively ignored in
their own ground rules for the class may not only build students’ engagement, but also a
Activity #1 is a warm up exercise aimed at getting the class used to using sexuality-
related terms, as well as getting them actively engaged through movement and class
discussion. It is likely that they will have some knowledge about the differences between
genetic sex, anatomical sex and gender, however, this exercise will ensure that they have
Homophobia & Gender 17
the basic knowledge needed to address the material presented throughout the remainder
of the class. Although this is a forced-choice activity, giving the students the option to
stand in the middle if not sure, or even to opt out if feeling too uncomfortable, may help
education technique is used throughout this curriculum. Using this technique, students are
asked to get into learning groups and answer teacher-initiated questions. In this way,
responses are elicited from everyone in class, while at the same time promoting
involvement and active learning (Eggen & Kauchak, 2006). This activity builds upon the
basic definitions explored in Activity #1. Once again, this activity not only teaches
vocabulary and concepts important to the remaining curriculum, but also engages
students to correct “wrong-answers” as they are presented, this activity promotes group
Conclusion:
The instructor will thank the class for their participation. Class members will then be
asked to hand in their nametags and be reminded about their journal assignment. The
instructor will also inform the students of his/her availability to meet after class, in case
educational resources related to class topics. Students will then be reminded of the
ground rule regarding excusing oneself from the room when needed (i.e., due to the
sensitive subject matter to be covered, anytime that they feel overwhelmed, they have
Homophobia & Gender 18
permission to leave the class to cool down, gather their thoughts, get a drink from the
fountain, or whatever it takes to take care of themselves). This rule applies for each and
every day of class. The students will also be informed that if they (or their parents)
oppose their involvement in the class, a meeting with the proper school administrators
Rationale:
By offering one’s time to process the class and provide useful resources for the students,
the instructor will be working to create a safer space for students to learn and share.
Knowing that the topic of homophobia and gender are sensitive to many people, the
completely, or simply stepping out of class if things get too overwhelming, the instructor
may free up a great deal of anxiety about being trapped in a situation that may prove to be
facilitate feelings of class safety, thereby enhancing the overall class experience.
Goals:
- Students will recognize how society depicts gender roles, and in particular, the
power of media portrayals in dichotomizing gender..
- Students will realize how gender roles/stereotypes are, and have been, enforced
in their own lives, and in society in general.
Objectives
- Students will list the stereotypical characteristics of what constitutes a real man
Homophobia & Gender 19
Materials
Poster Board or Butcher Block Paper
Masking Tape/Craft Tape
Name Tag Necklaces (from the day before)
Chalk or Dry Erase Markers (depending upon the writing surface available)
Pink & Blue Index Cards or Pieces of Paper (at least 40 of each)
White index cards (at least one for each student)
Box of black pens
Lesson Plan
The instructor will begin the class by welcoming everyone back, and instructing them to
retrieve their nametags from the front desk. The students will be asked what they
remember learning from the previous class, followed by a quick review provided by the
instructor. Any questions or concerns regarding the class thus far will be addressed and
discussed.
Rationale:
Talking about homophobia, sexism, and gender ideologies can bring up a variety of
such feelings, addresses the sensitive nature of this curriculum, while helping to create
The students will be asked to count off from 1-4, and then gather into their assigned
groups (i.e., 1s with 1s, 2s with 2s and so on). Each group will be given 10 index cards
(5 blue/5 pink) or pieces of paper, and markers. The students will be asked the following
what are some of the characteristics typically associated with being a “real man?” 2)
According to societal standards (as represented in various forms of media), what are
some of the characteristics typically associated with being “the ideal woman?”
Once the students have completed filling out their index cards, they will directed to
notice the two squares/butcher block sheets at the front of the room. Above the
squares/poster boards, will be the titles “Ideal/Real Man” and “Ideal/Real Woman.” The
groups will be instructed to walk up to the board and tape their index cards under the
assigned “boxes,” and then return to their groups. The characteristics will be read aloud
by the instructor, followed by a class discussion regarding what the groups came up with.
1. Where do you think such characteristics of “ideal” men and women come from?
2. Would anyone like to share a recent example of when they witnessed one of these
The groups will then be instructed to think of the labels given to men and women who do
not fit within this narrowly defined “gender box.” Each group will be given 5 pink and 5
blue index cards (or pieces of paper), and instructed to write one label per card. Once
they are finished, the group members will be asked to walk up to the board and affix
Homophobia & Gender 21
those labels outside the “gender boxes” they belong to. Once again the labels will be
1. What relation, if any, do people think there is between gender ideologies and
homophobia?
2. Did anyone notice the irony of having blue and pink index cards used for this
activity?
Question: How many real men does it take to change a light bulb?
Students will be asked to return to their individual seats, and instructed to take out a black
pen (black pens will be handed out to students without one). One index card will be
passed out to each student. The students will be instructed to write about a time they
witnessed or experienced an act of gender role enforcement (10-15 minutes). This would
be a perfect time for the instructor to give an example or two of their own (ex. “While
working for Trader Joe’s, a little boy asked me for a pink balloon. Before I could get the
balloon for the boy, his mother stopped me and requested a blue balloon instead. When
the boy protested, she scolded him and gave him a disapproving look.”). The students
will be asked to keep the cards anonymous, and not write their names on the cards.
Once they are finished writing, the instructor will collect the cards from them. The cards
Homophobia & Gender 22
will be shuffled and then redistributed to the class. If someone gets their own card back,
they should not acknowledge it. The students will then begin to read each card out loud
to the class, one by one. After the last card has been read, the class will be encouraged to
discuss what themes they noticed, and how it felt to read and listen to all of the accounts
of gender enforcement.
1. Referring to the blue and pink index cards used, how much do people see color as
a genderizing agent in society? What do you notice any time you enter a toy
2. Has anyone here ever challenged anyone on gender role programming? What
Rationale:
By starting each class with a short check-in, students are given a chance to talk about
their issues and/or anxieties with the topic discussed. Not only does this inform the
educator about the overall feel of the group, it demonstrates to the students that the
educator cares about how the material presented may impact them. Once again, the
students should be encouraged to talk with the instructor after class if they feel the need.
Activity #1 is meant to showcase the ways in which our society portrays gender role
ideologies. It also demonstrates how people are punished if they dare to behave or think
“outside of the box.” This activity helps students understand how media and culture
influences the way they feel about masculinity and femininity, taking some of the blame
off of themselves regarding sexism and homophobia. This activity may help decrease
Homophobia & Gender 23
defensive attitudes, by shifting the focus from personal blame onto societal responsibility
having students work in small groups, students may feel safer to contribute. Having
students walk to the board to tape their responses in the “boxes” not only actively
engages them, but also offers a visual reinforcement of the common beliefs regarding
Activity #2 builds off of activity one, by making the reality of societal gender role
programming more personal. Student safety is protected through the anonymous nature
of the activity. Knowing that there will be no way to identify who wrote what, students
will be encouraged to risk more in what they write. Having the class read each index
card aloud, and then discuss the process afterwards may help group cohesiveness through
way for students to safely process and analyze their own experiences within the class. It
can also be an effective outlet for various emotions engendered during class engagement.
The “possible discussion topics” are once again, meant to facilitate discussion regarding
Conclusion:
The instructor will thank the class for their participation. Class members will then be
asked to hand in their nametags and be reminded about their journal assignment. The
instructor will also remind the students of his/her availability to meet after class, in case
Rationale:
By offering one’s time to process the class and provide useful resources for the students,
the instructor will be working to create a safer space for students to learn and share.
Knowing that the topic of homophobia and gender are sensitive to many people, the
Goals:
- Students will explore heterosexism and its relation to homophobia.
- Increase students’ awareness of the various theories regarding the genesis of
homophobia within the individual/society.
- Students will come to recognize the function(s) of homophobia with regard to
maintaining patriarchal power structures.
Objectives:
- Students will be able to list examples of heterosexism and homophobia that they
personally experienced.
- Students will discuss their views regarding the various research findings
regarding homophobia and its relationship with gender roles/ideologies.
Materials
Nametag Necklaces
Multi-Media Projection Equipment & Computer
Poster Boards or Flip Charts (if no multi-media equipment is available)
Scrap paper/Large Index Cards
Markers
Lesson Plan
The instructor will begin the class by welcoming everyone back, and instructing them to
Homophobia & Gender 25
retrieve their nametags from the front desk. The students will first be asked how they are
all doing so far. The instructor should encourage discussion about various feelings the
students are having regarding their experience(s). They will then be asked what they
remember learning from the previous class, followed by a quick review provided by the
instructor. Any questions or concerns regarding the class thus far will be addressed and
discussed.
Rationale:
Talking about homophobia, sexism, and gender ideologies can bring up a variety of
such feelings, addresses the sensitive nature of this curriculum, while helping to create
Using a Power Point presentation or poster boards/flip charts, the facilitator will present
terms and definitions relating to sexual orientation and gender identification (Appendix
D). To get students more engaged, it is suggested that the facilitator call on students to
read aloud the terms and definitions presented. After all of the terms are covered, the
class will be asked if there are any terms, about which they need further clarification.
Class discussion regarding the terms will be encouraged. The facilitator will then direct
the class’s focus on the terms “homophobia” and “heterosexism,” and have them sit and
Next, the students will be asked to take out scrap paper and writing implements. They
Homophobia & Gender 26
will be divided into similar groups of 3 or 4 based on their gender identification. Their
choices for classification will be “male,” “female,” or “other.” The small groups will then
be asked to brainstorm for examples of homophobia and heterosexism that they have
recently experienced and/or witnessed. While the groups are working, the facilitator will
either write or affix the words “homophobia” and “heterosexism” to the front board or
wall. Each group will then be given four large index cards and markers. Out of the group
brainstorming session, they will be instructed to choose two examples for each
(homophobia & heterosexism) to be shared with the class. Once the groups are finished,
they will be instructed to walk up to the board and affix their examples underneath their
appropriate category (homophobia or heterosexism). The facilitator will then read each
account aloud to the class. Class discussion will follow regarding common themes and
Activity #2: What Research Has To Say About Homophobia (30 minutes)
The class will be asked to stay in their assigned groups. The facilitator will then present
the class with various research findings (via powerpoint or flip charts) regarding
homophobia (Appendix D: Part II). After the presentation, the groups will be asked to
discuss amongst themselves about what was just conveyed. A larger classroom discussion
1. What were some visceral reactions people had to the research presented?
2. Did any of the research presented make people think differently about
Homophobia & Gender 27
3. What relationship did the research suggest between gender roles/ideologies and
homophobia?
Homework Assignment #2: Journal about the process of writing a “coming out”
For the first homework assignment, students will be asked to write a hypothetical letter to
someone they care about very much. This letter is not to be handed-in or mailed out,
however the students will be asked to bring in their letters for visual verification in order
to receive class participation credit. In this letter, the students will be instructed to “come
out” as gay, lesbian, or bisexual. Gay, lesbian and bisexual students will be instructed to
write about “coming out” as being bisexual or heterosexual to someone close to them in
their current family/social circle. The point of this assignment is to “come out” as some
The educator will advise students to think about the following questions before they
write: What do you feel about the assignment, and why did you choose the person you
did to “come out” to? How does homophobia and heterosexism play a role in your
reactions to the letter and to your imagined reactions to the letter from the person it was
written to? Then write the assignment including both your observations and your gender
analysis (Hubbard & De Welde, 2003). It should be stressed that this assignment is for
everyone, regardless of their sexual orientation. The students will be informed that their
Homophobia & Gender 28
reactions to, and thought about the process of writing a “coming out” letter will be
The students will then be instructed to complete a second homework assignment, a one to
two page journal about the feelings that came up while writing the “coming out” letter.
This journal will focus on the process of Homework Assignment #1, and give students a
place to express any anxieties, emotions, and/or opinions they may have about it, as well
Rationale:
Activity #1 is meant to prime the class to discuss the relationships between heterosexism
and homophobia. Additional related terms and definitions are given to provide a base of
appropriate language to be used in the upcoming group discussions. The silent time in
which to think about the relationship between homophobia and heterosexism is simply to
In the second part of the activity, the class is grouped by their self-identified gender.
Using the wording “self-identified gender,” the instructor is reinforcing one of the main
points of the class (i.e., that gender is socially constructed). Although mixed gender
groups would be fine for this activity, being in same-gender (or “other” identified)
groupings will provide a different group environment, which may facilitate disclosure.
Also, by grouping the class according to gender, the proceeding class discussion,
in how such issues are experienced in our society. Instructing group members to walk up
Homophobia & Gender 29
and affix their examples to the board facilitates active engagement. As the examples are
read aloud, the class will learn from their peers, and may even notice similarities in
examples given. This process of relating one’s experiences with others may help further
what it is like for a person to disclose something to a loved one, which may ultimately
change that relationship forever. By having heterosexual students come out as gay,
lesbian or bisexual in a hypothetical letter, they are forced to face one of the most
cultural viewpoint is a good way to build empathy in individuals. This activity also
instructs non-heterosexual students to “come out” as well. This is done to show that even
though a person may not be in the “majority,” they may hold onto feelings of hostility
and prejudice toward others based on sexual orientation as well. This activity will not be
handed in, but will be brought to class so that the instructor can verify its completion.
This may be an extremely powerful exercise for people to complete. The journal
assignment for the night will focus on what it was like to write the letter, and what
feelings it engendered. This activity is meant to facilitate critical thinking and empathy.
Conclusion:
The instructor will thank the class for their participation and willingness to share their
thoughts and feelings. Class members will then be asked to hand in their nametags and
Homophobia & Gender 30
be reminded that their journal assignment for the night will be to reflect on the “coming
out” assignment. The instructor will also remind the students of his/her availability to
meet after class, in case anyone needs to talk, receive information about counseling
Rationale:
By offering one’s time after class, in which to process the class and provide useful
resources for the students, the instructor will be working to create a safer space for
students to learn and share. Knowing that the topic of homophobia and gender are
sensitive to many people, the instructor should do everything in their power to assuage
availability of the instructor may be particularly important after this class due to the
Goal:
- Students will learn what it feels like to be in the shoes of a sexual minority, or if a
sexual minority, will explore their own prejudices (if any) regarding people with
sexual orientations different from their own.
Objectives:
- Students will discuss the experience of writing a “coming out” letter, and
recognize common themes among shared accounts.
- Students will examine their own values regarding homosexuality, and fill out a
values-clarification questionnaire.
- Students will come up with examples of opposing viewpoints regarding
homosexuality.
- Students will share their viewpoints with each other regarding their views and
values surrounding homosexuality.
Homophobia & Gender 31
Materials
Nametag Necklaces
Index cards
Black pens
Masking Tape
Handouts (Appendices E, F, & G)
Lesson Plan
The instructor will begin the class by welcoming everyone back, and instructing them to
retrieve their nametags from the front desk. After welcoming everyone back to the class,
facilitate a check-in in which people can talk about how they are feeling regarding the
class thus far. This could be done in a round-robin fashion, or through volunteer
participation.
Rationale:
Talking about homophobia, sexism, and gender ideologies can bring up a variety of
emotional responses in people. By this time in the process, students may likely have
experienced a range of emotions. Students may have negative (or positive) feelings about
the professor and/or the class in general. Giving the students an opportunity to discuss
their feelings about the class process, addresses the sensitive nature of this curriculum,
while helping to create and maintain a safe environment in which to share and learn.
Activity #1: Processing the “Coming Out” homework assignment (20 minutes)
Have everyone take out a black pen. Pass around index cards so that everyone has one.
Instruct them to make no identifying marks on the index card. If people do not have
Homophobia & Gender 32
black pens, the instructor should provide them. The students will be instructed to write
about the emotions that were brought up by the homework assignment, and/or what their
thoughts were as they were writing the letter. Inform the students that this assignment is
minutes to finish.
Once they have all finished, the instructor will go around and collect all the index cards.
The index cards will be thoroughly shuffled and redistributed to the class. Students will
be given a piece of tape in order to affix their index card to a wall somewhere in the
classroom, at a level where even the shortest class member can read. The students will be
instructed to read each card to themselves, starting with the one they affixed to the wall,
proceeding to the next card on their right until they complete a full circle. Students should
end up where they began (i.e., at the card they affixed to the wall). After all cards have
been read, students will be instructed to return to their seats. The class will then be
prompted to discuss some of the reoccurring themes they noticed, as well as what
Following the discussion of common themes that were noticed during the readings, the
class will be urged to talk more about the assignment. Questions to the students could
include: Did any of you have a hard time writing the letter? Was anyone afraid that
someone would find your letter? How much do you think learned heterosexism and
homophobia played a role in your emotional reactions to this assignment? What was it
like for you to imagine putting yourself into the shoes of someone who felt the need to
“come out.” This processing should not be rushed. This activity has been found to elicit
Homophobia & Gender 33
powerful reactions from students, so the educator should be prepared for such a
possibility (Hubbard & De Welde, 2003). By establishing effective class ground rules
regarding self-care, the instructor will have already created an atmosphere where students
know they can remove themselves from the situation if it gets too uncomfortable. At the
end of this activity, it is advised that the instructor remind the students of his/her
The instructor should first preface the activity with the following statement. “Many
students have confused or varying opinions about sexuality. It is important for students to
identify what they currently think and feel about homosexuality and homophobia, and if
possible, understand where those thoughts and feeling come from. By truly
understanding the roots of one’s belief systems, a greater sense of self awareness can be
accomplished.” The instructor will then distribute to each student a Thinking Yes,
minutes to fill in what they believe in accordance to the given statement, and then write
Next, each student will be handed a “Fact about Myths” photocopy (Appendix F). Each
student will be asked to read the handout to themselves (about 10 minutes). Once they
are finished reading, they will count off from 1 to 5. Groups will be formed based on
their assigned number. It will be prompted that small group discussions will focus on
what it was like to fill out the Thinking yes, Thinking No chart, what opposing points
Homophobia & Gender 34
were generated, and what they learned while reading the Facts about Myths handout.
After about 10 minutes, each group will share with the class what their group discussed.
This discussion will lead into a closing discussion about the day’s lessons.
The instructor will then ask the students to think about the situation that many gay,
lesbian, and bisexual people are in by imagining that heterosexuality is the minority.
Explain that the following handout should be read with that image in mind. The instructor
will then hand out copies of a Heterosexuality Questionnaire (Appendix G), to be read
for homework.
Homework: Journal (reactions to today’s activities) & fill out the Heterosexuality
Questionnaire handout.
(Some students may think of that the Heterosexuality Questionnaire assignment is a joke,
therefore it is important for the educator to anticipate such reactions and make it clear
that it is not)
Rationale:
A good deal of time is spent on processing the “coming out” homework assignment. This
is done since most heterosexuals are not comfortable imagining themselves in the shoes
Welde, 2003). This assignment may also bring up strong feelings and reactions from non-
unpleasant “coming out” process, or because of the realization that they harbor
important for the educator to give enough time for the class to process such sensitive
material. It is also advisable for the educator to once again offer their counsel to students
after class, or via email to answer any questions, or to help further process their reactions
Homophobia & Gender 35
to the exercise. It is also suggested that a list of counseling resources be made available
Greenberg (2004), “the basic purpose of values clarification techniques is to help people
understand themselves and others better by understanding the derivation and use of value
systems” (p.141). However, it is not the role of the sexuality educator to instill their own
values unto the students they teach, rather it is their role to assist the student in dealing
with value issues, and helping them to recognize and develop their own value systems.
In the Thinking Yes, Thinking No exercise, having each student write a couple of points
that someone with an opposing view would make, helps to foster critical thinking about
the topic, for it is important for the critical thinker to be aware of both sides of an
argument. The Facts about Myths handout is also aimed at contributing to a critical
analysis of the topic being covered. Class discussion enables the students to share and
explore the various opinions and viewpoints regarding homosexuality and homophobia,
about heterosexist ideologies. Some students may think of this assignment as a joke,
therefore it is important for the educator to anticipate such reactions and make it clear
hoped that students will have had ample time to process their visceral reactions to it
before discussing it in class. In this way, in-class safety may be enhanced. Many
high (Fletcher & Russell, 2001). However, the safety measures taken throughout this
Conclusion:
The instructor will thank the class for their participation. Class members will then be
asked to hand in their nametags and be reminded about their journal assignment for the
night, and that all of their journals will be handed back to them at the conclusion of
following class session. The instructor will also remind the students of his/her
availability to meet after class, in case anyone needs to talk, receive information about
Rationale:
By offering one’s time to process the class and provide useful resources for the students,
the instructor will be working to create a safer space for students to learn and share.
Knowing that the topic of homophobia and gender are sensitive to many people, the
Lesson #5: How Gender Presentation and Homophobia Intersect (90 minutes)
Goals:
- Students will develop an awareness of how visual representations of gender role
ideologies impact how people are treated, regardless of their sexual orientation.
- The relationship between gender ideologies and homophobia will be reinforced.
Homophobia & Gender 37
- Students will reflect on what they’ve learned throughout the duration of the
course
Objectives:
- Students will rank the likelihood that someone will get picked on for their sexual
orientation, based on their gender representation.
- Students will provide a visual representation of the lessons/information learned
throughout the class.
Materials
Nametag Necklaces
Slide show/Photographs on Poster Boards
Handout (Appendix H)
Poster Boards
Markers
Crayons
Glue-sticks
Craft supplies
Lesson Plan
The instructor will welcome back everyone to the last day of class and instruct them to
retrieve their nametags. The check-in discussion will focus on the homework assignment
from the previous day’s class (Heterosexuality Questionnaire). Students will be asked
what it was like to think about a world where heterosexuality was the minority sexual
orientation. Students will be encouraged to talk about what they thought of it, and what
Rationale:
Talking about homophobia, sexism, and gender ideologies can bring up a variety of
the sensitive nature of this curriculum, while helping to create and maintain a safe
Homophobia & Gender 38
The instructor should preface this activity with a transition statement such as: So far, we
have explored many things together. We have looked at the way in which gender boxes
us into specific forms of behavior. We have reviewed some of the research literature
appearance.”
In this assignment, a series of pictures will be presented to the class. The students will be
asked to rate the likelihood that the person in the picture would harassed or attacked for
being a gay man, lesbian woman, or bisexual man or woman. The students will rate the
likelihood on a hand out with Likert scales corresponding to the picture’s assigned
number. The instructor can use a Power Point slide show, or simply use printed pictures
affixed to poster boards. Each picture’s corresponding number should be highly visible.
The pictures should present a wide range of gender role appearances. The following are
examples of the kinds of pictures to be included: stereotypically “feminine” gay man (ex.,
Jack on the show Will and Grace), stereotypically “masculine” lesbian woman (butch),
man in drag, woman in drag, nerdy – cat-glasses female with short hair, stereotypical
barbie-type sorority girl, muscular angry looking man, stereotypical macho man,
stereotypical feminine woman, completely androgenous looking men and women (trans-
individuals), etc.
First, without telling the students what is to come, the facilitator will pass out one Likert
Homophobia & Gender 39
scale handout per student (Appendix H: Example). The students will be instructed to
“not” write their name on the handout. The students will be told that there will be a series
of pictures presented. Each person in the picture is either gay, bisexual or lesbian. Based
on their own experiences in school and in their neighborhoods, each person will rate the
likelihood that the person in the picture will be harassed or attacked based on their sexual
orientation. The Likert scale will range from “0” = Not likely, to “3” = Likely, to “6” =
Very likely.
After each picture has been rated, the class will be instructed to pass their handouts to the
instructor. Students will then be asked to count from 1 to 4 and then form groups based
on their assigned number. The instructor will then redistribute the handouts to the
groups, so that each group receives one handout per group member. The groups will be
prompted to talk about the activity to each other. While the students are discussing, the
instructor will be listing the numbers of the pictures presented on a board or poster flip
chart. Above the list will be the Likert scale used (i.e., 0 to 6).
Once the instructor is ready, s/he will call on each group to relay the scores they have.
The instructor will gather the scores in chronological order, and make marks under each
score for each picture shown. For example, as the students relay the scores given for
picture #1, the instructor will make marks for each score given to each picture. In the
end, there will be a visual representation of the overall class scores for each picture
presented. The most common scores for each picture will be circled. Class discussion
about the activity, and what was shared in the group will follow.
Homophobia & Gender 40
1. If you were not told ahead of time that each picture represented a person who
was gay, lesbian, or bisexual, would you have known they were just by their
appearance?
2. What do the results of this little survey say about the way people are judged in
presentation, or their sexual orientation? How did you feel when witnessing that
kind of discrimination?
What this activity aims to do, is once again, highlight the connection between
homophobia and gender ideologies. This time it is done through the examination of
societal expectations of one’s appearance, in relation to one’s assigned gender. What will
likely happen is that the pictures portraying socially accepted gender presentations will
score lower than pictures portraying gender presentations incongruent with stereotypical
representations of masculinity and femininity. Regardless of how the scores play out,
this activity will likely stimulate productive class discourse. As reviewed numerous
times throughout this curriculum, if individuals become too agitated or anxiety filled,
they will be allowed to leave the class for a brief time to cool down and collect their
thoughts.
Break: 5 minutes
In this activity, students will be asked to stay in the groups they formed during the last
activity. They will then be directed to notice the piles of construction paper, glue-sticks,
markers, crayons, and miscellaneous craft supplies brought in by the instructor. There
will be one large poster board for each group to use. It is advisable for the instructor to
The following instruction will be given to the groups: “This final activity will call upon
all of the information we have reviewed, and knowledge we have shared with each other
since this class began. Each group will create a visual representation of what they feel
are the most important lessons their classmates should take away from the class. There
are no exact guidelines for this project, and you can use any of the materials I supplied, or
even materials that you may have on you. Once finished, each group will present their
poster to the rest of the class, with a description of what is being displayed.” Groups will
have 20 minutes to complete their poster. The presentations will be followed by a closing
discussion.
In closing, the instructor should thank everyone for their participation and encourage
them to meet with them after class if they need to talk about the material presented. A
work email could also be provided as another means of contact for processing. A class
evaluation form (see Appendix J) will then be handed out, regarding the class as a whole,
Rationale:
orientation, and then being confronted with the same kinds of questions that non-
heterosexuals are faced with, this activity aims to increase empathy and foster critical
thinking regarding heterosexist ideologies. Some students may think of this assignment
as a joke, therefore it is important for the educator to anticipate such reactions and make
sure to make it clear that it is not. The reality is that such hurtful questions and remarks
are all too common in the collective experiences of non-heterosexuals, and a critical
analysis of such attitudes are important if we ever hope to lessen hate-crimes based on
sexual orientation.
Activity #1, “Who would get picked on?” is aimed to connect all that has been learned
about gender ideologies and homophobia, and make that information relevant in the
students lives. Students are asked to think about their own experiences in school, and in
their neighborhoods, and imagine how people would react to the people showcased in the
slide-show. This exercise demonstrates visually, how gender role ideologies, such as
what one wears and how a person presents themselves, impacts how they are treated by
straight, and particularly those who visually emulate the most stereotypical
representations of masculinity and femininity, often are treated less harshly than those
reality is the same for heterosexuals who do not obey societal gender rules. Heterosexual
men who do not portray themselves in hyper-masculine ways, are often subject to much
criticism and harassment (Van der Meer & Herdt, 2003). This exercise is meant to
anonymous nature of the Likert scale questionnaire is once again utilized as a protective
Homophobia & Gender 43
measure, as well as a way to elicit more honest answers. Small group work facilitates
peer-education and increases the likelihood of optimum intellectual exchange (Eggen &
Kauchak, 2006). Revisiting the class ground rules, and allowing students to take a break
from the process if things become too anxiety provoking helps to create a safer
environment.
Activity #2, “What have you learned” is primarily an evaluation project. It is meant to
give the educator an idea of the curriculum’s effectiveness in having the students
critically think about gender ideologies, and how they relate to homophobia within our
culture. It is also meant to be a cathartic release for the students, by allowing them to
have a little fun at the end of the process. By encouraging creativeness, and supplying a
variety of materials to work with, the class is not only provides with a fun form of “art
therapy,” but also a way to bond with their fellow classmates while sharing the
information they found most important. Allowing the groups to present their posters to
their peers, not only facilitates peer-education, but also provides a visual representation of
The final closing discussion is meant to bring the class back together and remind them of
the journey that have all just shared. It is also a time to remind them that the educator is
there to listen talk to if further processing is needed. Depending on the industrious nature
of the educator, a table of information packets and resources could be set up for students
who would like to explore the topics covered, or explore related topics on their own time.
The information resources will have been gathered by the instructor ahead of time, and
would have already been made available to students to retrieve since the end of class #1.
Homophobia & Gender 44
In addition, by giving the students a chance to evaluate the class, and the effectiveness of
the educator (see Appendix J), the educator not only empowers their students, but also
collects information and feedback necessary to improve one’s skills (Hedgepeth &
Helmich, 1996).
Evaluation
throughout the educational process, to the learners, as well as to the sexuality educators
(Bruess & Greenberg, 2004). Regardless of the setting one teaches in, evaluation is
important for many reasons. According to Hedgepeth and Helmich (1996), reasons for
evaluating include:
“To help learners assess their own learning; to help learners review the
of your education efforts and give you data for revision of the program; to
give you data for developing the next lessons or sessions that need to take
place with this particular group; and to give you information and feedback
Both subjective and objective methods of evaluation are utilized throughout this
curriculum. By listening to group discussions and individuals’ reactions, the educator can
objectively evaluate whether or not the curriculum is meeting the goals and objectives of
each lesson. Most evaluation methods throughout this curriculum are based on group
Evaluation is made subjectively through use of student journals and observations made
during class interactions. This curriculum is about values, feelings, beliefs, and the
the final class project, as well as previous group/class discussions can effectively be used
to evaluate the retention of the material being presented, the affective learning taking
place will most likely be found in the journals. As each day’s journals are read, the
educator can witness the evolution of each student’s affective reactions to the material
being presented in class. The educator can then use the information within the journals as
interactions and group processing can also provide the educator with a wealth of
evaluative knowledge, which can also be used as a guide to tweaking the curriculum in
The final class/educator evaluation form (see Appendix J) should be handed out right
before the end of the last class. A student will be chosen to deliver the evaluations once
everyone has completed them. This will provide the educator with important data to
evaluate his/her own effectiveness, the effectiveness of the curriculum being used, while
empowering the students in attendance (Bruess & Greenberg, 2004; Hedgepeth &
Helmich, 1996).
Homophobia & Gender 46
Responding to Opposition
Unfortunately, opposition to any form of sexuality education has a long history in the
United States (Irvine, 2004). Although this curriculum focuses on homophobia and
understanding, certain individuals and entities may view the subject material presented as
a way to enforce some kind of “agenda” upon the students. As a heterosexual adult male,
and as an educator, I feel that covering such topics as gender ideology, heterosexism and
homophobia are vital for the psychological, emotional, and physical well-being of the
students I serve. However, I have included a list of facts and myths about anti-
itself. Appendix I can also be copied as a handout to be given to those who have
According to Scales and Kirby (1983), the greatest barrier to sex education was
administrators’ fear of community opposition. This is not to say that there will not be
any community opposition to the material presented, just that it is not as likely as people
often fear. Careful preparation, on part of the educator, can do much to quell such fears.
of possible avenues of opposition, will effectively prepare the educator to face such
instance, the educator should become familiar with the ever-expanding list of
education should be addressed. For example, the following facts could be communicated
verbally, or in written form: “It has been found that non-heterosexual students are 5 times
more likely to miss school because of feeling unsafe, with 28% being forced to drop out;
the vast majority of victims of anti-gay/lesbian violence never report incidents due to the
fear of being “outed;” 42% of homeless youth identify as gay, lesbian, bisexual or
transgender; 75% of people committing hate crimes are under age 30 – and 1 in 3 are
under 18 – and some of the most pervasive anti-gay violence occurs in schools; in
addition, lesbian, gay and bisexual youth have four times the risk for suicide than their
heterosexual peers” (The National Organization for Women, 2008). By opposing anti-
homophobia education, it could be argued that such opponents are actually encouraging
greater suffering and violence among our nation’s teens and young adults.
Religious opposition will most likely originate from misinterpretations from The Book of
Leviticus (Comstock, 1991; Stewart, 1999). The educator should first demonstrate
mentioned that there is a wide variety of opinions about homosexuality among various
should be noted and respected. However, it should be stressed that this curriculum is not
meant to change anyone’s religious convictions, only to foster critical thinking about an
extremely important issue in American society, that if addressed effectively could lessen
human suffering.
Parental opposition may be more likely if this curriculum is used within high schools,
than if it is used in college settings (Irvine, 2002). Regardless, if any parental opposition
Also, since this a student-centered curriculum, much of what is learned will be peer to
peer. The educator simply presents factual information and peer-reviewed research. It is
ultimately up to the student to decide what to do with the information they receive. In no
way is this curriculum meant to change their value systems, however, it does encourage
open to it, the educator could offer a meeting with them to review the curriculum before
the class starts. If the parents still feel strongly that their child(ren) should not participate,
References
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Homophobia & Gender 50
Fletcher, A. C., & Russell, S. T. (Jan., 2001). Incorporating issues of sexual orientation
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Hubbard, E. A., & De Welde, K. (2003). “I’m glad I’m not gay!”: Heterosexual students’
International Day Against Homophobia (2008). Facts and myths about anti-homophobia
http://www.homophobiaholiday.org/utilisateur/documents/homophobia/pdf/homopho
biamyths.pdf.
Irvine, J. M. (2002). Talk about sex: The battles over sex education in the United States,
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Katz, J. (2006). The macho paradox: Why some men hurt women and how all men can
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Krupat, K., & McCreery, P. (1999). Homophobia, labor’s new frontier? A discussion
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not wish to answer. The teacher also may choose not to answer a question in front
others’ values.
not tell you anything else about the person asking the questions.
4. When possible, correct terminology should be used. When you do not know the
correct term, use the term you know. The teacher or other students can supply the
correct term.
8. The teacher will respect the confidentiality ground rule as well, except where s/he
10. If you or people you know have a complaint about the class, come directly to the
11. If, at any time, anyone feels overwhelmed during the class process, they have the
option of briefly excusing themselves from class to calm down, gather their
thought, get a drink, or anything else they may need to do for self-care.
Homophobia & Gender 55
(Source: Beyond reproduction: Tips and techniques for teaching sensitive family life
Hedgepeth, E., & Helmich, J. (1996). Teaching about sexuality and HIV: Principles and
methods for effective education, New York, NY: New York University Press, p.128.)
Homophobia & Gender 56
Genetic Sex
Domination.
Anatomical Sex
Gender
Anatomical Sex: refers to physical sex: gonads, uterus, vulva, vagina, penis, and so
on.
Assigned Gender: is the gender given by others, usually at birth. When a baby is
born, someone looks at the genitals and exclaims, “It’s a boy!” or
“It’s a girl?” With that single utterance, the baby is transformed
from an “it” into “male” or “female.”
Gender Roles: are the attitudes, behaviors, rights, and responsibilities that society
associates with each sex.
Gender Role
Stereotype: is a rigidly held, oversimplified, and over-generalized belief that
all males and all females possess distinct psychological and
behavioral traits.
Gender Role
Attitude: refers to the beliefs a person has about him- or herself and others
regarding appropriate female and male personality traits and
activities.
Gender Role
Behavior: refers to the actual activities or behaviors a person engages in as a
female or a male.
Homophobia & Gender 58
Appendix C: Part II
Homophobia: The fear of or other emotional aversion to lesbians and gay men.
Intersex: Persons with genitalia that are not distinctly male or female.
identity.
Coming Out: The process by which a person comes to accept his or her
Transsexuals: Persons who are deeply dissatisfied with the gender to which their
Appendix D: Part II
“The Highest correlations with homophobia for college women were authoritarian
attitudes, a disagreement with sex role egalitarianism (they didn’t believe that men and
women had equal roles), their degree of contact with gay men and lesbians (i.e., the more
contact they had, the less homophobic they were), and the importance of their perceived
“Homosexuality appears to threaten traditional family and gender-role values. Right wing
the traditional family structure, they feel threatened by liberalization and people who
attributions for the origins of homosexuality and their attitudes toward homosexuality.
Attribution theories deal with how social perceivers use information to arrive at causal
explanations for events – that is, how individuals use certain cues or dimensions to form a
Homophobia & Gender 61
cause is controllable, then the observer may hold the person responsible for the negative
outcome and, consequently, may feel negative affect (e.g., anger) toward the person
(p.265).”
“Our study suggests that heterosexual individuals who believe that homosexuality is
learned rather than genetic hold gay and lesbian individuals more responsible for their
life style. However, if heterosexual individuals perceive that homosexuality has genetic
causes and that gay men and lesbians, therefore, cannot control their sexual preferences,
*(Highlight recent research regarding pre-natal hormonal exposure and sexual orientation. A recent
news article “Gay men, straight women share brain detail” can be found at:
http://news.yahoo.com/s/nm/20080616/lf_nm_life/brain_gay_dc)
Negy, C., & Eisenman, R. (2005). A comparison of African American and White
college students’ affective and attitudinal reactions to lesbian, gay, and bisexual
“African American (n = 70) university students were compared with White students (n =
lesbian, gay, and bisexual individuals. For both ethnic groups, gender and religiosity
had higher rates of homophobia than women. There were no differences in levels
Clarkson, J. (2006). “Everday Joe” versus “pissy, bitchy, queens:” Gay masculinity
cultural stereotypes of gay men that conflate femininity with homosexuality. The
negative attitudes toward femininity, feminine men, and women. The ‘new masculine
homosexual’ is not new at all, but his visibility may be the result of the increased
society (p.192,193).”
homophobia. The members of this community condemn any gender performances they
label “in your face” gayness. Gay hyper-masculinity = they re-inscribe hegemonic
masculinity through their marginalization of women and other gay men (p.191)”
Szymanski, D. M., & Carr, E. R. (2008). The roles of gender role conflict and
“In American culture, rigid gender role socialization and learned sexism will cause many
men to experience gender role conflict. Gender role conflict occurs when the
internalization of rigid, sexist, and restrictive cultural messages about what it means to be
“It seems likely that sexual minority men’s experiences of gender role conflict can lead to
internalized homophobia or negative feelings and attitudes about being gay or bisexual.
Homosexuality and bisexuality violate the gender role norms of traditional masculinity,
in part, because male homosexuality is often erroneously equated with femininity (p.41).”
“Sexual minority men, as well as their heterosexual counterparts receive strong messages
that it is not ok to be gay/bisexual and that being gay or bisexual means you are not being
“a real man” if one expresses signs of personal vulnerability or deviate from these
masculine gender role norms (p.41). Our findings suggest that individuals who
experience high degrees of gender role conflict are more likely to internalize negative
Van Der Meer, T., & Herdt, G. (2003). Homophobia and anti-gay violence:
5(2), 99-101.
eradicate everything that might be considered feminine in men. Anti-gay violence is thus
a mechanism for the control of manhood. The majority of gay bashers are in their teens
to early 20s. This form of macho masculinity is based in very old worries about virility,
the integrity of the body, and the need to dramatically show to one’s peers, examples of
Hillier, L. & Harrison, L. (2004). Homophobia and the production of shame: Young
people and same sex attraction. Culture, Health & Sexuality, 6(1), 79-94.
“Research has revealed that growing up gay, lesbian, or bisexual can be a lonely and
stressful time in comparison with the experiences of other minority groups. Of the 5000
suicides of young men and women between the ages of 14 and 24 in the USA each year,
over 30% of them have been attributed to the emotional turmoil over sexual preference
Adams, H. E., Wright, L. W., & Lohr, B. A. (1996). Is homophobia associated with
“In this study men were placed into groups based on their level of homophobia, as
determined by psychological testing. Two groups were examined, those who rated high
in homophobia, and those who rated low in homophobia. All of the men in this study
plethysmograph (a ring around base of penis to measure blood flow), as well as various
instruments to measure physiological responses. The groups were shown erotic films and
Three kinds of films were shown: heterosexual sex, lesbian sex, and gay male sex. Only
the men who rated high in homophobia became sexually aroused to the gay male sex
film. Both groups became aroused to both the heterosexual sex scenes, and the lesbian
sex scenes. This study suggests that there is a connection between high levels of
Homosexual
men molest
children.
To be bisexual
implies that a
person has
multiple
partners.
Homophobia & Gender 66
Homosexuality
is a mental
illness.
Christians are
united in their
opposition to
homosexuality.
Homosexuals
have many
sexual partners
and do not
develop long-
term
relationships.
Homosexuals
want special
rights, and
that’s not fair.
Homosexual
people are bad
parents.
Homophobia & Gender 67
Homosexuals
want to come
into our schools
and recruit our
children to their
lifestyle.
Tozeland, S., Loewen, J., & Monteith, J. (2008). Teaching anti-homophobia in your
classroom: An overt lesson plan for S1-S4 students. Retrieved on June 28, 2008 from
the University of Winnipeg website at:
http://io.uwinnipeg.ca/~cacademi/homosexuality/antihomophobia.htm.
Homophobia & Gender 68
Myth: You can spot a gay person by the way they act and
dress.
Reality: Some people believe that all gay men are effeminate and all
lesbians are tomboys. While there are some people who fit these
stereotypes, they are not representative of all homosexual people.
Most people never suspect the sexual orientation of a homosexual
individual.
homosexuality.
Reality: Basic human rights are not special rights. The right to get and
keep a job based on merit, to be served in a restaurant, to have
housing, or to walk safely down the street are not special privileges.
Homosexual and bisexual people want the same rights that are
guaranteed to others.
Reality: There have been attempts to bring ‘gay’ issues into schools,
Homophobia & Gender 70
Tozeland, S., Loewen, J., & Monteith, J. (2008). Teaching anti-homophobia in your
classroom: An overt lesson plan for S1-S4 students. Retrieved on June 28, 2008 from
the University of Winnipeg website at:
http://io.uwinnipeg.ca/~cacademi/homosexuality/antihomophobia.htm.
Homophobia & Gender 71
Appendix G
14. How can you become a whole person if you limit yourself
to compulsive, exclusive heterosexuality?
Appendix H
Pic #1 0 1 2 3 4 5 6
Pic #2 0 1 2 3 4 5 6
Pic #3 0 1 2 3 4 5 6
Pic #4 0 1 2 3 4 5 6
Pic #5 0 1 2 3 4 5 6
Pic #6 0 1 2 3 4 5 6
Pic #7 0 1 2 3 4 5 6
Pic #8 0 1 2 3 4 5 6
Pic #9 0 1 2 3 4 5 6
Pic #10 0 1 2 3 4 5 6
Homophobia & Gender 74
Fact #1: Lesbian, gay, bisexual and transgender (LGBT) people have lives like
everyone else. There is no distinct LGBT “lifestyle.” Teachers often teach about
unfamiliar topics to help students develop respect for other people and to
acknowledge their contributions to society. A teacher’s job is to present accurate,
age-appropriate information to students.
Myth #3: LGBT teachers have a gay agenda for public schools by
introducing LGBT topics.
Fact #3: Teachers and principals have a legal obligation to respond to all forms
of harassment and discrimination in schools. All students have the right to attend
school in a safe environment – and expect to see their lives positively reflected in
curriculum and classroom activities. Just as anti-racism and multicultural
education have been embraced by educators as worthy topics, there is also a
growing awareness by educators that anti-homophobia has to be addressed. You
do not have to be a person of colour to care about racism. Similarly, you do not
have to be LGBT to fight homophobia in schools or society at large.
Homophobia & Gender 75
Myth #4: Gay-Straight Alliance Clubs (GSAs) in high schools are a way to
recruit students and encourage them to experiment with being gay or
lesbian.
Fact #4: No one suddenly chooses to become LGBT simply because they heard
about the topic in school, from friends, or via their social circles. There is no
known “cause” for a person’s sexual orientation or gender identity – whether that
person identifies as homosexual, heterosexual, bisexual or transgender. Sexual
orientation and gender identity are complex traits, and have been understood
differently by different cultures and at different times in history. GSAs help all
students to come together in a safe space to talk about issues that are important
to them. GSAs help all students to learn from one another and make their school
safe and more welcoming for students, staff and families. Anyone can be the
target of hateful slurs, irrespective of their sexual orientation or gender identity.
Myth #5: Students will become more sexually active and/or promiscuous if
they hear about LGBT issues at school.
Fact #5: Like it or not, some teenagers are sexually active. The decisions they
make about their bodies have little to do with LGBT issues or anti-homophobia
education. However, lack of information about safe sex can have dramatic and
sometimes tragic consequences for youth. Promiscuity and unsafe sexual
behaviors often occur when students do not have access to age-appropriate,
accurate information.
(The “Facts And Myths About Anti-Homophobia Education” information sheet was
taken in its entirety from the International Day Against Homophobia website. It was
retrieved on July 2, 2008 from:
http://www.homophobiaday.org/utilisateur/documents/homophobia/pdf/homophobiamyth
s.pdf)
Homophobia & Gender 76
Please evaluate the instructor for the items listed by checking the
appropriate box:
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4. My instructor is well-organized
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Homophobia & Gender 78
Please explain how your instructor has helped you learn the course
material. Please list at least 2 things.
Other comments?
Please comment on the course material. Did the course meet your
expectations? Please explain.
Imagine you were an instructor for this course. Please explain what
you would change improve the course. Please list at least 2
things.
Homophobia & Gender 79
Other comments?