scholarly journals The effects of imagined contact on heterosexual’s prejudice toward lesbians and gay men in Japanese college students

Author(s):  
Yui Horikawa ◽  
Tomoko Ikegami
Sex Roles ◽  
2010 ◽  
Vol 64 (5-6) ◽  
pp. 299-310 ◽  
Author(s):  
Bernard E. Whitley ◽  
Christopher E. Childs ◽  
Jena B. Collins

1999 ◽  
Vol 139 (3) ◽  
pp. 323-334 ◽  
Author(s):  
Christopher L. Aberson ◽  
D. Joye Swan ◽  
Eric P. Emerson
Keyword(s):  

1997 ◽  
Vol 21 (1) ◽  
pp. 89-102 ◽  
Author(s):  
Bernadette Campbell ◽  
E. Glenn Schellenberg ◽  
Charlene Y. Senn

Two recently published measures of contemporary sexist attitudes were examined and compared with a sample of 106 Canadian college students. Swim, Aikin, Hall, and Hunter's (1995) Modern Sexism scale was found to be an acceptable measure of sexist attitudes in terms of its internal reliability and its ability to predict other gender-related political attitudes. Although the Modern Sexism scale and the Neosexism scale (Tougas, Brown, Beaton, & Joly, 1995) were equally good at predicting support for the feminist movement and attitudes toward lesbians and gay men, the Neosexism scale had better internal reliability and exhibited stronger gender differences. Moreover, the Neosexism scale was superior at predicting value orientations relevant to modern prejudices.


2000 ◽  
Vol 87 (3_suppl) ◽  
pp. 1053-1056 ◽  
Author(s):  
Joseph A. Lippincott ◽  
Brian Wlazelek ◽  
Lisa J. Schumacher

Using the Index of Attitudes Toward Homosexuals to study the attitudes of 34 Asian students and 32 American students toward lesbians and gay men showed these Asian students were more likely to harbor homophobic attitudes than these American students. There were no significant sex differences between groups.


2022 ◽  
pp. 426-440
Author(s):  
Hong-Chi Shiau

This study attempts to illustrate identity performance via the display of symbolic capital by Taiwanese gay men through photo-sharing experiences on Instagram. For Taiwanese gay men, photo-sharing experiences on Instagram have become a significant venue where they can interact with selected publics through performing various personae. This study has classified roles with various forms of cultural capital as well as clarifying how distinction is meticulously maneuvered among collapsed contexts. Through ethnographic interviews with 17 gay male college students from Taiwan and textual analysis of their correspondence though texting on Instagram, this study first contextualizes how the interactional processes engaged in on Instagram help constitute a collective identity pertaining to Taiwanese gay men on Instagram. The photo-sharing experiences are examined as an identity-making process involving the display of various symbolic capital, illuminating the calculated performance of taste and the collective past oppressed by the heteronormative society. The conclusion offers an alternative sociological intervention that goes beyond the notion of digital narcissism to help understand how the cultural capital on the presumption of photo-sharing experiences is invested.


2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.


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