Search results for: Riggs Angela D.
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The Impact of a Combined Cognitive–Affective Intervention on Pre-service Teachers’ Attitudes, Knowledge, and Anticipated Professional Behaviors regarding Homosexuality and Gay and Lesbian Issues
The purpose of the current study was to examine the effectiveness of a combined cognitive–affective intervention on female pre-service teachers’ attitudes, knowledge, and anticipated professional behaviors regarding homosexuality and gay and lesbian issues, as they relate to students and their families. Sixty-seven female preservice teachers were randomly assigned either to a control group or an experimental group. Following a combined cognitive–affective intervention, female pre-service teachers showed improved knowledge and more positive attitudes toward gay men and lesbians. However, pre-service teachers who did not participate in the intervention did not evidence any change in attitudes.
Updated: Nov. 24, 2011