Using a quasi-experimental one-group, pretest–posttest design with non-random convenience sampling, the researchers assessed 61 advanced standing MSW students who matriculated at a rural intermountain Northwest school of social work. Changes in students' knowledge and attitudes toward lesbian, gay, and bisexual (LGB) people were measured using subscales of the LGB-KASH scale and include knowledge of LGB history, religious conflict, internalized affirmation of LGB people and issues, hatred and violence toward LGB people, and knowledge and attitudes toward extension and exclusion of civil rights for LGB people. Completion of required, highly experiential bridge course content regarding LGB history and experience appears to be significant in reducing religious conflict, increasing knowledge of LGB issues, and enhancing internalized affirmation of LGB individuals.
This is an author's accepted manuscript of an article published in Journal of Teaching in Social Work, Volume 33, Issue 1, 2013. Copyright Taylor & Francis. Available online at: http://www.tandfonline.com/10.1080/08841233.2012.751082.
Wall, Misty L. and Rainford, Will. (2013). "Testing the “Learning Journey” of MSW Students in a Rural Program". Journal of Teaching in Social Work, 33(1), 75-86. http://dx.doi.org/10.1080/08841233.2012.751082