Testing the Information-Plus-Exposure Model: College Students' Attitudes toward Gays and Lesbians

Background and Purpose

Anti-gay biases pervade college campuses. Although degree and proportion of such attitudes vary across disciplines, these negative attitudes have been documented among social work students (Sun, 2002; Raiz & Saltzburg, 2007). Once students begin practicing, they will undoubtedly encounter gay or lesbian clients. Thus, social work programs often infuse content on sexual orientation in coursework.

Cramer et al. (1997) assert changing anti-gay bias is best accomplished by providing comprehensive information about sexual orientation and positive exposure to the population, referred to as the information-plus-exposure model. We sought to determine whether this approach influenced heterosexual students' attitudes towards gays and lesbians and if different kinds of exposure produced different results. In addition, we explored the relationship of attitudes toward gays and lesbians with age, urbanicity, and religiosity—variables historically associated with anti-gay bias—and whether social work students scored differently from others.

Methods

A one-group pretest–posttest design was employed to collect data from 211 students enrolled in human sexuality courses at a southeastern university for three years. A paper-and-pencil survey was given during the first and last class meetings.

A standardized syllabus and textbook were utilized across graduate and undergraduate sections. Sexual orientation was but one of 15 course topics; however, content related to gays and lesbians was infused throughout the semester. Three instructors included a gay/lesbian panel or guest speakers, while the fourth instructor disclosed his sexual orientation.

Students self-reported demographic information. The Index of Attitudes toward Homosexuals (IAH) (Hudson & Ricketts, 1980) was used to determine students' attitudes toward gays and lesbians. We conducted an exploratory factor analysis on the IAH, which suggested a 19-item measure with two subscales. Paired samples t-tests were used to determine if there were significant differences between pretest and posttest scores on the IAH and its subscales. ANOVA was conducted to explore group differences.

Results

The pretest IAH mean score indicates the sample had moderately negative attitudes toward gays and lesbians. Posttest scores decreased slightly but significantly. Several group differences were found for change scores. Men had a statistically significant decrease in negative attitudes, as did students who were married or in committed relationships. Change scores by exposure technique were not significantly different.

Conclusions and Implications

It is encouraging that a human sexuality survey course focused on a broad range of topics including sexual orientation appears to have an impact on improving attitudes toward gays and lesbians among undergraduate and graduate students. A nonsignificant difference in change scores by instructor is also encouraging. This suggests anti-gay attitudes can be addressed by a variety of instructors—regardless of sexual orientation—with different teaching styles. The key to change may lie in the coupling of didactic information with an exposure intervention, regardless of the particular type of exposure technique. Future research utilizing an information-only comparison group would provide additional insights into the impact of the exposure component.