Using a college human sexuality course to combat homophobia

The present study seeks to identify factors among university students that may be associated with homophobic attitudes and whether homophobia may be reduced by educational interventions, such as knowledge-based curricula found in college sexuality courses. Participants were 128 undergraduate students attending a small, private university in the northwestern region of the United States. At the beginning and end of the fall semester 2004, survey packets consisting of a demographic questionnaire, the Sexual Opinion Survey, the Homophobia Scale, a sexual knowledge survey, and the Bem Sex Role Inventory were administered to students attending a human sexuality class and a comparison group of students enrolled in professional and social science introductory courses. Relative to the comparison group, homophobia levels significantly decreased over the course of the semester among students attending the sexuality class. The effect of attending the class on reducing homophobia was partially mediated by an increase in self-reported knowledge about sexual matters. Taken together, these results suggest that the knowledge-based curriculum of sexuality courses may play an important role in affecting broader attitudes about sexuality among college students, including attitudes about homosexuality.     

Child abuse in blended households: reports from runaway and homeless youth

OBJECTIVE: Building upon prior research that reveals an elevated risk of abuse to children in blended households, the study considers whether risk of abuse varies by the type of non-related parent figure (i.e., stepparent, adoptive parent, or cohabiting adult) in residence. METHOD: A sample of 40,000 youths that sought services from runaway and homeless youth shelters in the US was examined. Holding constant the presence of a natural parent, the study evaluated the risk of abuse by the presence and type of an additional parent figure in the home. RESULTS: Compared with other household types, an elevated risk of sexual and physical abuse was observed for youths from homes with a non-related parent figure in residence. Among youths from blended homes, the risk of abuse was not found to vary as a function of the type of non-related parent figure in the home. CONCLUSIONS: The study results are consistent with prior research that shows the presence of a non-related parent figure in a household is associated with a greater than expected risk of sexual or physical abuse to children. However, the findings suggest that the particular role or status of non-related parents may not be a meaningful risk factor when considering intervention strategies in suspected cases of abuse in blended households. The sample probably represents family conditions that are significantly worse for children than what would be found in the general population, and thus the results of this study should not be generalized to the population at large.     

Guest Speakers in School-Based Sexuality Education

This study, using data from a statewide survey (n = 332), examined teachers’ practices regarding the inclusion of guest speakers to cover sexuality content. More than half of teachers (58%) included guest speakers. In multivariate analyses, teachers who taught high school, had professional preparation in health education, or who received professional development covering sexually transmitted disease (STD) or pregnancy prevention had greater odds of including guest speakers (all p <.05). Teachers who included guest speakers covered more sexuality topics and were more likely to cover controversial topics (p <.05). Findings have implications for teachers, school policies, and organizations that offer sexual health education and outreach.     

The Case for Cataloguing Education

The decline in cataloguing education has resulted in a decline in the quality of records being contributed to bibliographic databases. A decline in awareness of basic cataloguing principles is resulting in serious faults in current rule revision efforts. The false assumption that automation can replace cataloguing, and relativistic standards for library school accreditation, have contributed to the growing problem.