Reducing Exclusionary Attitudes through Interpersonal Conversation: Evidence from Three Field Experiments

Exclusionary attitudes-prejudice toward outgroups and opposition to policies that promote their well-being-are presenting challenges to democratic societies worldwide. Drawing on insights from psychology, we argue that non-judgmentally exchanging narratives in interpersonal conversations can facilitate durable reductions in exclusionary attitudes. We support this argument with evidence from three pre-registered field experiments targeting exclusionary attitudes toward unauthorized immigrants and transgender people. In these experiments, 230 canvassers conversed with 6,869 voters across 7 US locations. In Experiment 1, face-To-face conversations deploying arguments alone had no effects on voters' exclusionary immigration policy or prejudicial attitudes, but otherwise identical conversations also including the non-judgmental exchange of narratives durably reduced exclusionary attitudes for at least four months (d = 0.08). Experiments 2 and 3, targeting transphobia, replicate these findings and support the scalability of this strategy (ds = 0.08, 0.04). Non-judgmentally exchanging narratives can help overcome the resistance to persuasion often encountered in discussions of these contentious topics

Reducing Stigma toward the Transgender Community: An Evaluation of a Humanizing and Perspective-Taking Intervention

Transgender (TG) individuals, or those whose gender identities, expressions and/or behaviors differ from their biological sex (Kirk & Kulkarni, 2006) feel there is a pervasive pattern of discrimination and prejudice directed toward them (Lombardi et al., 2001). In comparison to their heterosexual peers, LGBT youth and emerging adults are at increased risk for a host of adverse outcomes including: suicide, depression, harassment, and victimization (IOM, 2011). Stigma has been characterized as encompassing several components: labeling, making an association between the label and a negative stereotype, separating those who are different as an “out-group” and discriminating. In a recent analysis of the transgender experience, Hill (2002) described three key constructs that can be used to understand negative emotions and behaviors toward transgender individuals: transphobia – an emotional disgust toward gender non-conforming individuals; genderism – a belief that gender non-conforming individuals are pathological or disordered; gender bashing – assault or harassment of gender non-conforming individuals. Recent work on minority stress posits a distal-proximal model of stress in which a person identifies with and makes proximal, distal social attitudes that can have negative effects on their psychological well-being (Meyer, 2003). Thus, stigmatized attitudes and behaviors not only have the potential to contribute to violence or discriminatory behavior but also have a direct impact on the psychological health of the target individual. Thus, the question of how to change negative attitudes and behaviors toward TG individuals is paramount. Researchers have sought to develop interventions aimed at reducing stigma with three basic strategies identified: protest, education and contact (Corrigan & Penn, 1999). However, to date only two such strategies have garnered empirical support: contact and education. In relation to mental illness, education strategies have received limited support (Holmes et al., 1999; see Luty et al., 2007 for an exception). In contrast, contact-based interventions yield the most dramatic changes in attitudes and behaviors; contact involving media depictions have also been demonstrated to yield positive attitude change. Comparing traditional diagnosis-centered teaching about mental illness to a humanizing approach that required students to write a first-person narrative about suffering from a mental illness, Mann and Himelein (2008) found that attitudes changed only when students were required to adopt the perspective of a mentally ill individual. In their recent meta-analysis, Pettigrew and Tropp (2006) demonstrated that contact reduces prejudice and is particularly effective when it occurs under favorable conditions (e.g., conditions of equality, cooperation, and institutional support). While a wealth of research has supported the contact hypothesis related to changing negative attitudes toward ethnic minorities, the mentally ill, the homeless, gays/lesbians and other stigmatized groups, there have been a limited number of studies evaluating associations between contact and attitudes toward the TG community (Harvey, 2002; Hill & Willoughby, 2005) and no controlled studies to evaluate the efficacy of such methods. The current study extends work evaluating anti-stigma interventions to the TG community and seeks to evaluate whether attitude change will differ between participants receiving basic education about the transgender community and those who are educated about TG through media depictions of TG families and are asked to engage in a perspective-taking task. We hypothesize that participants in the humanizing condition who view a documentary and write a first-person narrative of transgender experiences will show a more significant change in transphobia, genderist attitudes and desire for social distance across time relative to participants in the education-only condition signaling less stigmatized and prejudicial attitudes at post-test. Hodson (2011) recently examined the existing contact literature and found that, consistent with Pettigrew’s (1998) focus on individual differences, intergroup contact was effective (and perhaps even more effective) among individuals who were intolerant and cognitively rigid. Religious fundamentalism has been associated with anti-homosexual sentiment (Fulton et al., 1999). Whether religiosity is similarly associated with negative attitudes toward TG individuals will be explored. Whether religiosity and prior contact with the LGBTQ community will moderate intervention outcomes will also be explored

Reducing Stigma toward the Transgender Community: An Evaluation of a Humanizing and Perspective-Taking Intervention

Transgender (TG) individuals are an understudied group at high risk of experiencing discrimination and associated adverse mental health outcomes (IOM, 2011). Although many studies demonstrate that contact reduces negative attitudes toward out-groups, few studies have examined the link between contact and attitudes toward the TG community (Hill & Willoughby, 2005; Walchet al., 2012). This study represents one of the first attempts to understand how to effectively reduce stigma toward the TG community. Results indicate that education alone is not enough to change attitudes; in fact, there is some evidence that associating transgenderism with psychopathology may heighten stigma. Consistent with prior research on stigma towards the mentally ill, the current study suggests that both exposure to intimate media depictions of the “other” (Reinke et al., 2004) and perspective-taking (Mann & Himelein, 2008) could strengthen educational campaigns designed to combat stigma

The Case of Ty Jackson: An Interactive Module on LGBT Health Employing Introspective Techniques and Video-Based Case Discussion

Introduction: The Institute of Medicine's 2011 report on lesbian, gay, bisexual, and transgender (LGBT) health and the legalization of same-sex marriage are just two of the numerous milestones that have hastened medical schools' efforts to prepare trainees to address the needs of LGBT community members. Early awareness of sexual diversity through self- and peer introspection and video-based education can help trainees build a foundation towards providing affirming care to LGBT patients. Methods: The Kern model was used to develop, implement, and evaluate an interactive multimodal workshop to provide first-year medical students with a formative introduction to LGBT health. Learning objectives focused on comprehending the spectrum of human sexuality, health issues for LGBT patients, and better practices for promoting affirming care. The module consisted of a PowerPoint presentation, sexuality survey, videos of provider-patient encounters, and community-based resources. Results: The workshop was implemented among 178 first-year medical students in September 2018, with 93% completing the pre-/postworkshop evaluations. Comparison of evaluations showed an increase in confidence in addressing each of the three learning objectives. Over 85% rated the PowerPoint and videos as very good or excellent. Discussion: This workshop was effective in helping first-year medical students appreciate the spectrum of sexual diversity, health issues facing LGBT individuals, and better practices to promote affirming care. The real-time sexuality survey helped trainees appreciate sexual diversity through self-reflection and near-peer sharing. The videos and accompanying discussion provided real-life encounters, along with common pitfalls in and pearls for communicating with LGBT patients

Why Disability Studies Scholars Must Challenge Transmisogyny and Transphobia

We argue the need for coalition between trans and disability studies and activism, and that Disability Studies gives us the tools for this task. Our argument rests upon six facets. First and foremost, we explicitly acknowledge the existence of trans disabled people, arguing that Disability Studies must recognise the diversity of disabled people’s lives. Second, we consider how the homogenisation of womanhood, too often employed in transmisogonist arguments particularly when coming from those claiming to be feminists, harm both non-disabled trans women and cis disabled women. This leads to our third point, that Feminist Disability studies must be anti-reductive, exploring how gendered experiences rest upon other social positions (disability, queerness, race etc.) Fourth, we reflect upon the ways in which Disability Studies and feminism share a struggle for bodily autonomy, and that this should include trans people’s bodily autonomy. Finally, we argue that Trans and Disability Studies and activism share complex and critical relationships with medicine, making Disability and Trans Studies useful allies in the fight for better universal health care. We conclude by calling for our colleagues in Disability Studies to challenge transmisogony and transphobia and that transphobia is not compatible with Disability Studies perspectives

When Leaders Are Not Who They Appear: The Effects of Leader Disclosure of a Concealable Stigma on Follower Reactions

Two studies examined follower reactions to disclosure of concealable stigma (i.e., transgender identity) by a leader. Using 109 employed participants, Study 1 showed followers rated leaders disclosing a stigma less likable and effective. This effect was both direct and indirect through relational identification with the leader. Using 206 employed participants, Study 2 found when a leader\u27s stigma was involuntarily found out and disclosed later they received lower ratings of likability and effectiveness compared to leaders who voluntarily came out and disclosed earlier. Method (found out vs. came out) and timing of disclosure (later vs. earlier) had direct relationships with ratings of likability and effectiveness and method of disclosure had an indirect relationship with the outcomes via relational identification