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    The discourses of homosexuality in the police: a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 1994) Praat, Angelique C
    The present study examined the discourses of homosexuality in the police, using the discourse analytic method developed by Potter and Wetherell (1987). The study asked how police officers constructed gay men using their discourses and why gay men should or should not be employed by the police. Eight police officers were interviewed. Analysis revealed officers drew on three distinct discourses to construct gay men. The effeminate discourse associated homosexuals with effeminate behaviours. The deviant discourse associated homosexuals with behaviours that are morally and legally proscribed, and the discourse of conditional acceptance was used by officers to positively present, while voicing reservations about homosexuals. These discourses formed the linguistic resources officers used to construct types of homosexuals that were subsequently rejected as potential police officers. Several arguments were used to justify the conclusion that homosexuals were unsuited to the police. These related to the internal and external pressures impinging on the department, with regard to the employment of homosexuals. The implications of the discourses are discussed with reference to gay men, the police and the ideologies of heterosexism and gender.
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    The effects of a school curriculum workshop addressing same sex attraction : impact and predictors of response : a thesis written in partial fulfilment of the requirements of a Master of Arts degree in Psychology at Massey University
    (Massey University, 2000) Berry, Renée Samantha
    This study evaluated the impact of a school teaching module aimed at reducing negative cognitive attitudes towards homosexuals. The study examined levels of homophobia, gender and religiosity differences in homophobic attitudes, and potential longevity of change. Fifty-one fifth form students (29 females and 22 males) from three different classes participated in the study. The students completed a cognitive measure of homophobia, an affective measure of homophobia, indicators of social desirability response, and recorded their level of religiosity prior to the intervention being delivered. The intervention workshop was delivered in the students' usual 'life skills' classes by facilitators who identify as experiencing same sex attraction. The workshop involved a variety of exercises requiring student participation and covered a variety of areas thought to influence homophobic level. The cognitive questionnaire was administered on two occasions after the intervention was delivered. Consistent with research exploring homophobic attitude, males and those identifying higher levels of religiosity recorded higher levels of homophobia at some measured points. Additionally, the study was consistent with past research identifying that education programmes were effective in reducing levels of homophobia.
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    Discourses of difference : a study of how secondary school teachers and administrators position sexual diversity in the context of school : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education Administration at Massey University
    (Massey University, 2000) Shaw, Cynthia Isabel
    This is a study of how New Zealand secondary school teachers and administrators (defined as senior managers and school trustees) position people and issues of sexual diversity in their schools. New Zealand and overseas studies have reported that gay, lesbian and bisexual young people and teachers experience damaging effects of heteronormative discursive practices that prevail in schools. While there are some successful overseas models for intervening in schools to make the environment safer for lesbian, gay and bisexual students and teachers, such as the Massachusetts Safe Schools Project (1993), no studies have investigated how New Zealand teachers and administrators think and feel about sexual diversities. Such information is important if change strategies in New Zealand schools are to be successful. This study uses a feminist poststructural framework to explore this issue through identifying and analysing the discourses that are constraining and / or enabling teachers and administrators to address the discriminatory practices in their schools that affect lesbian, gay and bisexual students and teachers. A survey questionnaire, with some closed but mostly open questions was used in ten secondary schools of differing types in mainly urban settings. Among the more open questions, participants were also asked to respond to a set of 'Scenarios' as a means of gathering data for a discourse analysis. The research identified that while liberal humanist discourses of individual rights were defining and limiting possibilities for professional interventions, 'othering' and minoritising discourses of homo/sexuality as essential difference were also leaving the privileged status of heterosexuality as unproblematised. A majority of the respondents perceived that gay, lesbian and bisexual students, but not teachers are adversely affected by heteronormative practices in their schools, and a majority believed their schools were not doing enough to address this issue. Increased visibility of sexual diversity in the curriculum was the most cited suggestion for action in their schools. Recommendations are made to capitalise on these findings and understandings so that sensible steps can be taken to intervene in the professional practices in schools to make school a safe and rewarding experience for all students.