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Research indicates that interpersonal discrimination contributes to mental problems among sexual minorities. However, little attention has been given to subtle discrimination and witnessing discrimination. This study examines the relationship among sexual orientation, experiencing and witnessing hostility (e.g., verbal threats), incivility (e.g., dirty looks), heterosexist harassment (e.g., homophobic names), and moderate/high anxiety and depression symptoms among college students. Results indicated that experiencing hostility, incivility, and heterosexist harassment each partially mediated the relationship between sexual minority status and anxiety. Similar relationships were found for experiencing incivility and heterosexist harassment and depression. Witnessing hostility and heterosexist harassment partially mediated anxiety among sexual minority students. [ABSTRACT FROM PUBLISHER]

This study reports results from a national Internet-based survey administered anonymously to a cross-section of social work faculty in the United States. Drawn from a sampling frame of 700 accredited or in candidacy schools, data were collected between November 2010 and March 2011. We investigate the role of sex, sexual orientation, race, religious affiliation and beliefs, religiosity, political ideology, sexism, and interest in sexuality/LGBTQ issues. Race, religiosity, political ideology, and sexism are associated with sexual prejudice, which was endorsed among a small percentage (14%) of the sample (n = 303). Outcome scores were not statistically different based on the targets' sex. Strategies are recommended to reduce sexual prejudice among social work faculty and to increase institutional support for acceptance in the academy. [ABSTRACT FROM AUTHOR]

Social workers are expected to promote social justice for lesbian, gay, bisexual, and transgender (LGBT) people, and social work programs and their faculty are expected to prepare students for competent and ethical practice with LGBT people and communities. Faculty's LGBT social attitudes can play a central role in developing students’ competencies. Minimal attention has been given to the nature of faculty's LGBT social attitudes. This article presents the results of a national survey conducted in the United States with a random sample of graduate teaching faculty concerning their LGBT social attitudes (n= 161). Bivariate and multivariate predictors of LGBT social attitudes were identified. Although a number of factors were significant in bivariate analyses and initial multivariate analysis (controlling only for sociodemographics), the final estimated model suggests race and social attitudes about women and critical consciousness are significant. The authors outline recommendations to enhance faculty's attitudes to strengthen efforts to realize accreditation standards and better prepare students for culturally competent and ethical practice. In addition to examining other predictors of faculty's attitudes, future studies should investigate perceptions of each separate population comprising the LGBT community. [ABSTRACT FROM PUBLISHER]

Objective: The investigators examined the health and well-being correlates of hearing the popular phrase “that's so gay” among gay, lesbian, and bisexual (GLB) emerging adults. Participants: Participants were 114 self-identified GLB students aged 18 to 25 years. Methods: An online survey was distributed to students at a large public university in the Midwest during winter 2009. Results: Participants’ social and physical well-being was negatively associated with hearing this phrase, specifically feeling isolated and experiencing physical health symptoms (ie, headaches, poor appetite, or eating problems). Conclusions: College professionals and student leaders must acknowledge that the phrase is a form of heterosexist harassment. As such, policies addressing diversity and harassment should address students’ use of this phrase, aiming to reduce its use. Additionally, colleges and universities should develop practices that counteract poorer well-being associated with hearing the phrase. [ABSTRACT FROM PUBLISHER]

Collaborative policy making has considerable value in creating innovative, responsive policies; however, substantial barriers to collaboration exist within government. Little is known empirically about what is necessary to promote successful policy collaboration, especially when policy decision-making authority remains with the state. To help fill this knowledge gap, this article presents the results of a case study of a successful collaborative policy initiative concerning income support services for victims of intimate violence. Drawing from multiple data sources, I identify eight factors that facilitated the collaborative group's success, including realizing progressive policy change responsive to victims' needs. Related to several of these factors are the actions of strategic government actors indirectly and directly involved in the collaborative workgroup. [ABSTRACT FROM AUTHOR]