Initiating Dialogue: Implementing LGBT Education for Older Adults in Taiwan5

Author: Te-Sheng Chang   (National Dong Hwa University, Department of Education and Human Potentials Development), Shang-Ti Chen (National Dong Hwa University, Department of Tourism, Recreation, and Leisure Studies), Hung-Che Wang (Hualien Tzu Chi Hospital Buddhist Tzu Chi, Medical Foundation), Willian Shen(Taiwan Tongzhi (LGBTQ+) Hotline Association)

Vol.&No.：Vol. 68, No. 4
Date：December 2023
Pages：95-127
DOI：https://doi.org/10.6209/JORIES.202312_68(4).0004

Abstract：
Background
Taiwan officially became the first country in Asia to legalize same-sex marriage on May 24, 2019. Despite this progressive step, many older adults in Taiwan continue to exhibit more resistance to same-sex marriage and families than do other age groups. The present study delineated the educational strategies employed in lesbian, gay, bisexual, and transgender (LGBT) education targeting older adults. In addition, the study analyzed the reactions and attitudinal shifts of older adults upon being exposed to the narratives of lesbian and gay individuals and the effects of these narratives on the older adults’ attitudes toward same-sex families. This study used action research (1) to gauge the responses of older adults to same-sex marriage and families through a specialized course and (2) to explore the pedagogical approaches that are effective in teaching older adults about same-sex marriage and families.
Literature Review
The Gender Equality Division of the Executive Yuan in Taiwan reported that as of 2022, 66.7% of Taiwanese older adults aged above 60 years were opposed to same-sex marriage being legal. In addition, 45.1% reported that they believed that “homosexuality is a disease that can be cured with treatment,” 59.6% believed that “marriage between same-sex couples destroys the family system and ethics,” and 46.7% believed that same-sex couples could not raise children as well as heterosexual couples could. These statistics reveal prevailing prejudices, stigmas, and misconceptions about the LGBT community among older Taiwanese adults.
Contact theory, first introduced by Allport in 1954, posits that prejudices and stereotypes can be mitigated through meaningful contact between individuals. In his seminal work The Nature of Prejudice, Allport (1954) argued that direct and appropriate interactions can foster mutual understanding between mainstream (majority) and nonmainstream (minority) groups.
The application of contact theory in educational settings can effectively reduce stereotypes, prejudices, and discrimination (Pettigrew, 2021; Pettigrew & Tropp, 2006). Such pedagogical approaches also promote empathy in individuals (Allport, 1954). Empirical studies have indicated that individuals who have had contact with the LGBT community demonstrate more positive attitudes and higher levels of empathy toward this community compared with those without such contact (Brown & Hewstone, 2005; Chang & You, 2012; Han et al., 2010; Norton & Herek, 2013). Specifically, individuals experience increased empathy levels after interacting with LGBT individuals who share information regarding their life experiences and personal narratives. Studies on this topic have primarily focused on younger populations, such as college students (Chang & Huang, 2018; Chang & You, 2012), revealing a substantial research gap in the literature on LGBT education for older adults.
Methods
The present study was conducted at Sunshine University (pseudonym) in Hualien, Taiwan. The criteria for study participation were (1) being 55 years of age or older and (2) self-identifying as heterosexual. The study spanned two sessions, each lasting 3 hours, with the sessions conducted in March and April 2021. The curriculum was designed around the principles of contact theory and empathy (Allport, 1954). In addition, we invited an older adult named Ah Hung (pseudonym), who identified as gay, to share personal stories related to life as a gay person and the problems same-sex families face. The pedagogical approach was primarily focused on storytelling and classroom dialogue (Lee & Lin, 2021). This approach is often employed to expose participants to different forms of family structures, such as those involving different social groups, new immigrants, single or single-parent households, heterosexual couples, gay and lesbian couples, and families with intergenerational caregiving. Data were collected through classroom observations, interviews, and reflective notes provided by the instructors. We used Miles and Huberman’s (1994) process for qualitative data analysis, which includes (1) streamlining data, (2) presenting data, (3) interpreting data, and (4) drawing conclusions.
Results
This study involved 17 individuals. After the course and subsequent data analysis were completed, three central themes emerged: (1) the participants developed a new understanding of the LGBT community, albeit incompletely; (2) the participants’ attitudes toward same-sex marriage and families remained unchanged; and (3) the participants were more willing to adjust their explicit discriminatory attitudes (e.g., I understand why we are different) than their implicit discriminatory attitudes (e.g., I still cannot accept same-sex marriage). We elaborate upon these findings in the following.
The participants gained a new understanding of gay and lesbian people and empathized with the feelings and perceptions of these people through their interaction with Ah Hung. The participants reported a heightened understanding of the challenges gay and lesbian people face in Taiwanese society when marrying and forming families. Taken together, our findings indicate that the course led the participants to empathize with the emotional and cognitive experiences of gay and lesbian people.
Despite the overall increase in empathy, of the 17 participants, only 2 female students experienced a change from disapproving to approving of same-sex families. Some comments from the participants included: “My empathy for homosexuals is not the same as approval of same-sex marriage;” “I respect [the LGBT population], but I still do not accept homosexuals coming out publicly because it can embarrass their parents;” “I understand [the LGBT population’s] difficulties in Taiwanese society, but they must also understand that homosexuals raising children will negatively affect the children.” These reflections indicate that the participants generally offered “politically correct” responses, such as expressions of understanding and respect; their responses often masked implicit discriminatory attitudes, such as the unfounded belief that children raised in gay families might also “become” gay. Moreover, the participants generally did not perceive themselves to be harboring discriminatory or prejudicial attitudes toward the LGBT community. Taken together, our findings indicate that the course did not lead to immediate changes in the attitudes of most participants toward same-sex marriage and families. However, it did soften the perspectives of the participants on gay and lesbian people, broaden their understanding of gender diversity, and increase their awareness of the needs and challenges related to the formation of gay and lesbian families.
Discussion and Suggestions
Although the education program led to minimal change in the attitudes of the participating older adults toward same-sex marriage and family concerns, it did provide insights into their true perspectives regarding the LGBT community. These insights distinguish the present study from other studies, which have primarily focused on university students or high school students. This study offers the following suggestions for future efforts toward and studies of LGBT education aimed at older adults: (1) initiating contact with a person who identifies as LGBT can be used as a starting point for fostering acceptance among older adults; (2) empathy and contact theory should be incorporated into curricula to broaden the heteronormative perspectives prevalent among older adults; and (3) strategies for combatting implicit discriminatory attitudes in older adults, such as those related to gay rights or relationships, should be incorporated into curricula. The education of this study established a channel of communication by exposing older adults to the narrative of a gay person, which led them to feel empathy. Through such pedagogical approaches, older adults may develop a better understanding of the experiences of gay and lesbian people and recognize these people’s right to make life choices. Our findings indicate that studies and educational practices should be more focused on the development of LGBT educational programs designed for an older population.

Keywords：same-sex families, LGBT education, sexual prejudice, older adults, contact theory

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