Evaluating a gender diversity workshop to promote positive learning environments. Issue 2 (3rd April 2017)

• Record Type: Journal Article
• Authors: Burford, James; Lucassen, Mathijs F. G.; Hamilton, Thomas
• Is Part Of: Journal of LGBT youth. Volume 14:Issue 2(2017)
• Page Start: 211
• Page End: 227
• Publication Date: 2017-04-03
• Subjects: Bullying -- diversity education -- gender-based bullying -- transgender -- adolescence; Sexual minority youth -- Periodicals; Sexual minority youth -- Education -- Periodicals; 306.76083505
• DOI: 10.1080/19361653.2016.1264910
• Languages: English
• ISSNs: 1936-1653

Abstract

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.