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Evaluating a gender diversity workshop to promote positive learning environments

Burford, James; Lucassen, Mathijs F.G. and Hamilton, Thomas (2017). Evaluating a gender diversity workshop to promote positive learning environments. Journal of LGBT Youth, 14(2) pp. 211–227.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1080/19361653.2016.1264910
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Abstract

Drawing on data from an Aotearoa/New Zealand study of more than 230 secondary students, this article evaluates the potential of a 60-min gender diversity workshop to address bullying and promote positive environments for learning. Students completed pre- and postworkshop questionnaires. The authors used descriptive statistics to summarize results and conducted t-tests to assess the statistical significance of changes from before the workshop to immediately after the workshop. The authors used thematic analysis to analyze open-ended questionnaire responses. In summary, 237 students (M age = 13.7 years) attending 10 workshops participated in the study. More than 80% of students thought the gender diversity workshop would reduce bullying in schools, and 94% of participants reported that they would recommend the workshop to other young people. There was a significant increase in valuing (p < .001) and understanding (p < .001) gender-diverse people before and after the workshop. School cultures were largely perceived to be hard for gender-diverse students; however, many respondents reported a desire to be supportive of their gender-diverse peers. Reducing bullying related to gender identity and expression is very likely to have a positive effect on the mental health and educational achievement of young people. Brief diversity workshops, as a part of a wider suite of educational reforms, have the potential to create safer environments for learning.

Item Type: Journal Item
Copyright Holders: 2017 Taylor & Francis
ISSN: 1936-1661
Project Funding Details:
Funded Project NameProject IDFunding Body
RainbowYOUTH Research ProjectNot SetNew Zealand Ministry of Education
Keywords: bullying; diversity education; gender-based bullying; transgender; adolescence
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Health, Wellbeing and Social Care
Faculty of Wellbeing, Education and Language Studies (WELS)
Interdisciplinary Research Centre: Health and Wellbeing PRA (Priority Research Area)
Item ID: 48425
Depositing User: Mathijs Lucassen
Date Deposited: 06 Feb 2017 14:32
Last Modified: 16 Aug 2017 15:42
URI: http://oro.open.ac.uk/id/eprint/48425
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