Chuck Stewart, Ph.D.

 

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APPENDIX C Documentation of Sexual Orientation Training at Nine California Police Agencies and Academies

Training Site #1

Time: Sexual orientation training was scheduled for 2 1/2 hours, with actual instruction time being 2 hours 23 minutes (143 minutes).
Class Resources: Seventy-Three (73) page Cultural Awareness Training Manual that included articles, worksheets and evaluations with a 5 -page gay and lesbian bibliography. Also, a 294-page reference manual consisting of articles covering cultural issues was made available.
Instructors: One lesbian officer, one heterosexual African-American male officer.
Panel: Two Site #1 lesbian officers, one male officer in uniform from a different police agency, and two male community members.

Begin Training
HeterosexismSexual orientation training was observed at nine California police agencies and academies. The following is documentation of these observations. Although no instructor identified major topics while they were teaching, the titles given each topic (presented in italics) were obtained through interview with instructors and/or review of curriculums (when available).Training Site #1Time: Sexual orientation training was scheduled for 2 1/2 hours, with actual instruction time being 2 hours 23 minutes (143 minutes).Class Resources: Seventy-Three (73) page Cultural Awareness Training Manual that included articles, worksheets and evaluations with a 5 -page gay and lesbian bibliography. Also, a 294-page reference manual consisting of articles covering cultural issues was made available.Instructors: One lesbian officer, one heterosexual African-American male officer.Panel: Two Site #1 lesbian officers, one male officer in uniform from a different police agency, and two male community members. Begin TrainingHeterosexism 53 minutes; video ("Growing Up Gay" by Brain McNaught).
The video presented the absurdity of gays and lesbians choosing to be outcasts from society and that being gay in our society is extremely difficult. This video also mentioned the major issues of family relationships, incidence of homosexuality, essentialist arguments, sexual and gender identity formation, suicide and stigmatization.
There were no student responses.
Break
Gay and Lesbian Panel; 90 minutes; panel presentation, questions and answers, class discussion.
Panel members initially followed a scripted set of questions, but soon the lesbian instructor deviated from the questions and allowed a freer format of questions from the students. The content of these questions included: coming out gay, being gay in a police force, age of sexual identity, family dynamics, dealing with homophobia and heterosexism, instances of gay-bashing, officer response to working with lesbian officers, being harassed simply for being the friend of a homosexual, historically gays and lesbians have been harassed by police, insensitivity shown by minorities toward gays and lesbians, appropriate word usage, youth suicide, and having a strong support system being essential to survival.
There were 10 student questions with the first one not occurring until 42 minutes into the panel. The students were subdued with almost half the comments condemning homosexuality as a sin or disease.
End Training


Time: Sexual orientation training was scheduled for 3 hours, with actual instruction time being 2 hours 12 minutes (132 minutes).
Class Resources: No handout materials or contact numbers specifically for the sexual orientation training. There were other materials handed out for different sections of the cultural awareness training.
Instructor: Heterosexual Male criminologist (not in uniform).

Begin Training
Why is this an issue? 41 minutes; instructor-led class discussion.
Instructor started with the question of why sexual orientation is such a volatile subject. He solicited student comments and wrote these on the chalk board. The identified issues included: fear of the unknown, lack of education, distortion of facts, lack of familiarity, difficult to relate, threat to (hetero)sexuality, out of norm, religious values, AIDS, repression of sexual themes, stereotypes, shock value of sexual theme, negative peer pressure, invisible, and sexual identity. The instructor called on me as a "subject matter expert" three times during the class.
The resultant student interaction of 23 responses mostly supported anti-gay stereotypes and took exception to the subject experts comments.
Break
Open Discussion of Highlighted Issues; 91 minutes; instructor-led class discussion.
Instructor highlighted three of the topics listed on the board and led the class in a more in-depth discussion about the sources of these issues. Information was provided regarding: research on sexual orientation both cultural and biological, AIDS transmission, psychology of stigmatization and teen suicide, and media emphasis of stereotypes. Students and instructor were unconvinced by the "research" and the instructor emphasized that people "select facts to fit their paradigm." Procedures for handling domestic violence were given, students were encouraged to "ask" gays and lesbians when in doubt about their relationships, and to find out what "they" want. The instructor closed the last 30 minutes of class with a lecture about "backing the sex out of homosexuality, leaving you with people like everyone elsepeople who love each other and face the same life problems." He also included a long monologue on Christian valuesstating that homosexuals who accept Christian scripture injunctions against homosexuality will stay celibate, and that Christians are to help those who hurt and are in need, such as those with AIDS. "Respect comes from knowledge, and tolerance comes from respect."
Responses from 27 students continued to support the perception that homosexuals are deviant, diseased and sinful.
End Training


Time: Sexual orientation training was scheduled for 5 1/2 hours, with actual instruction time being 4 hours (240 minutes).
Class Resources: No handout materials; name and telephone number of instructor were written on the chalk board.
Instructor: Lesbian active officer (not in uniform).


Begin Training
Introduction; 5 minutes; lecture.
Instructor wrote her name and contact telephone number on the chalk board. She shared her professional status and the goals of the training.
Political Status and History of Local Gay and Lesbian Community; 23 minutes; video ("Look at San Francisco's Gay and Lesbian Community") and lecture.
Content included theory and evolution of lesbian and gay community, being out makes one feel better about oneself, lesbian mothers, religion, the lesbian and gay community is one of the better places to patrol, off-duty officers are sometimes gay-bashed, and health/mortality related issues for gay officers with HIV or AIDS.
Stereotype Activity; 8 minutes; instructor-led class activity.
Students were solicited to share stereotypes (nouns and adjectives) used to describe gay men and lesbians. These were written on a chalk board. The goal was to help students relax (ice breaker) around this topic and to direct students against using these words.
Students responded with much laughing and 16 student responses reflected negative stereotypes.
Self-Awareness Activity; 35 minutes; instructor-led class activity.
Ten lesbian and gay situations were read to the students and asked to write down how they would react or feel. The papers were collected and randomly redistributed to the students. The instructor then called on students to read the papers. The goal of this exercise was to help students identify their own feelings about homosexuality and to become aware of the feelings shared by their classmates.
There was much student interaction with 83 mostly negative student responses some were supportive of gay bashing. This was an important finding because it showed that even people who are committed to upholding the law might resort to violence if a pass was made to the officer by someone of the same sex.
Break
Personal Story; 24 minutes; lecture.
Instructor shared her personal story, years on police force, that she was always attracted to women and felt that sexual orientation is genetic, came out lesbian in college, just ended a long-term relationship, issues surrounding her having a child, and that lesbians are not man-haters.
Four student questions, primarily about child rearing.
Politics in the Lesbian and Gay Community; 24 minutes; lecture and video (highlights from television news broadcasts).
Discussed the politics of ACT-Up (she approved of their achievements), Queer Nation (she disapproved of their anarchists' tactics) and city-wide demonstrations such as those that occurred after the AB101 veto. The instructor shared her involvement as a police officer during the various demonstrations, including up-holding the law even if that meant turning in her "brothers and sisters."
Few student questions about her position as a cop under fire.
Break
Gay Cops; 25 minutes; video ("Gay Cops" from 60 Minutes with Mike Wallace) and lecture.
Showed the acceptance of lesbian and gay cops varies significantly from agency to agency. Instructor said she always instructs administrators first, then patrol officers. The video concludes that gay cops are still fighting for their rights.
Domestic Violence and Hate Crimes; 5 minutes; lecture.
Instructor said that domestic violence is increasing and that she makes approximately one call each day. She stressed the importance of treating people equally, don't assume the big person is the aggressor, and ask the status of the relationship. Hate crimes can occur to anyone, e.g., she recently was physically attacked and gay-bashed while off-duty on the street and "luckily I'm a cop with a gun and he went to jail."
Break
Gay Politics of the Community; 90 minutes; video ("The Times of Harvey Milk") and lecture.
Showed the evolution of gay politics in a large metropolitan area and demonstrated that cops often over-react or under-react to public demonstrations.
End Training


Time: Sexual orientation training was scheduled for 3 1/2 hours, with actual instruction time being 3 hours and 12 minutes (202 minutes).
Class Resources: No handout materials; instructors' names and contact number to local gay and lesbian center were written on chalk board.
Instructors (team): Two lesbian officers not in uniform of which the primary instructor was a retired officer. Co-Presenters included a gay male officer in uniform, and a heterosexual male staff officer whose gay son recently came out.

Begin Training
Pre-Introduction; 4 minutes; directive.
Students were instructed to not ask questions about religion or politics.
Introduction; 15 minutes; lecture
The instructor gave a history of the gay and lesbian police liaison organization, her professional credentials, and stated that her goal was to give information about the gay and lesbian community including statistics and professional conductbut not to change their minds or beliefs.
Sharing Stories; 15 minutes; lecture.
A gay male police officer shared his coming out and the impact on his life and police career. Issues included: not realizing he was gay until many years into marriage, sought support from other gay cops and Gay Fathers, and coming out can be difficult for othersparticularly your partner.
Sharing Stories; 15 minutes; lecture.
A woman officer shared her story about coming out lesbian. Issues covered included: dating heterosexually and marriage to cover feelings, negative parental reaction, when forced into therapy her psychologist sided with her and instructed her parents to "get over it," retreating to the closet for safety reasons following her hiring on the force, and experiencing acceptance by fellow officers when she did come out.
Knowing Someone Gay; 2 minutes; class activity.
Instructor solicited by show of hand, how many students knew someone gay.
Twenty-five students raised hands.
Stereotype Activity; 25 minutes; class activity, lecture.
Instructor solicited stereotypes (occupations and physical characteristics) about gay men, lesbians and police from students. These were written on the chalk board. The instructor concluded by stating that stereotypes originated from a source of reality, are learned from parents, are perpetrated through our media and are not applicable for 9 out of 10 persons. Also, she stated that in a heterosexist society, gays and lesbians are generally invisible and blend in.
Much laughter and student interaction with 43 student responses that reflected mostly negative stereotypes.
Break
Sharing Stories; 23 minutes; lecture.
Heterosexual male staff officer who shared about his son recently coming out gay. The issues discussed included: the fear, guilt and shame parents sometimes feel when a child comes out homosexual; denial when he and his wife would pray, "Please God, just make him bisexual"; finding support in PFLAG; realizing that homosexuality is not an illness and there is nothing to cure (citing the 1973 APA declassification of homosexuality); remembering all the negative anti-gay jokes he told over the years and how hurt his son must have felt; realizing his son is the same person now as he was before coming out; and finally "police officers are to do the right thing, and if they hear hate words against any particular group, they should have the courage to stop the bashing." This speaker used note cards to assure covering important issues and made numerous jokes about his long-time marriage and his wife being overweight.
Gay Lifestyle Activity; 13 minutes; instructor-led class activity.
Instructor solicited input from the class on what the "average day" is like for a straight person, then compared that with a gay person's "average day." Goal was to show that there are no differences except that "family" for gays and lesbians often include more extended members. Instructor shared that only 16% of households are structured around the idealized nuclear family. Also, the only difference between straights and gays is sex.
One student and one instructor shared their lives to complete the chart. There were no other student responses.
Question Cards; 4 minutes; directive.
The students were directed to write a question they may have about homosexuality or homosexuals and stated that they could ignore the directive given to them before class and ask any question including ones about religion and politics. These were collected and used during the questions/answer period at the end of class.
Points-of-Contact; 40 minutes; lecture.
Instructor listed 7 situations on the chalk board where police officers would come into contact with gays and lesbians. These included: (1) traffic stops, burglary, robbery; (2) lewd conduct and prostitution; (3) hate crimes; (4) domestic violence; (5) civil disobedience; (6) bars; and, (7) personal contact including death, AIDS, co-workers and the showers. For each situation, the instructor gave personal experiences, theory, and suggested professional behavior.
Questions and Answers; 30 minutes; instructor-led class discussion.
Instructor selected eleven questions submitted by the students. The instructors and/or co-presenters gave their perspective on each question. These topics included: parent influence over sexual orientation, heterosexual double standard, gender stereotypes, marriage and commitment ceremonies, you can't tell who is gay or lesbian so you must ask, cross-dressers are mostly heterosexual, gay and lesbian promiscuity is a myth, gays and lesbians want equal rights not special rights, the Gay Pride Festival as a chance to poke fun at the stereotypes, and the proper procedure for reporting a hate crime.
Three students asked questions beyond the ones previously submitted.
End Training


Time: Sexual orientation training was scheduled for 2 hours, with actual instruction time being 1 hour and 50 minutes (110 minutes).
Class Resources: A one-page handout of police scenarios that included a gay or lesbian component was given each student. Names of panel members and the telephone number for the gay and lesbian center were written on the board.
Instructor (identified as the panel moderator): Lesbian director of gay and lesbian community center.
Panel Members: Gay male city prosecutor, lesbian city manager and editor of local gay and lesbian newspaper, and bi-sexual woman.

Begin Training (Note: This observation is reconstructed from participant interviews and not actually observed by me.)
Coming Out Stories; 50 minutes; lecture.
Three of the panel members (male prosecutor, lesbian editor and bi-sexual woman) told their coming out stories. This encouraged students to ask questions which brought about discussion on: sexual orientation being genetic vs. choice, Kinsey chart, homosexuality in animals, homosexuality thought to be caused by molestation, embarrassment of the outrageous behaviors seen at the Gay Pride Parade, male sexuality and promiscuity, and concerns for the other ethnic/racial/cultural groups receiving treatment like this training. The issue of bi-sexuality consumed more than 20 minutes of the panel.
Approximately 11 student questions focused on the causes of sexuality and supported the belief that homosexuality is a deviance.
Break
Police Scenarios; 40 minutes; instructor-led class activity supported with one-page handout.
Handout presented four scenarios (1) father reports a teenage runaway, (2) drive-by name calling, (3) domestic fight, and (4) beating in a public park known for sexual activity. The male prosecutor led the class in an open discussion about these scenarios.
Eight student responses asking for clarification of law.
Questions and Answers; 20 minutes; instructor-led class discussion.
The moderator fielded questions from the students. Topic included: domestic violence, heterosexual double standard, hate crimes, and teenage runaways.
Seven student responses.
End Training


Time: Sexual orientation training was scheduled for 4 hours, with actual instruction time being 3 hours 34 minutes (214 minutes).
Class Resources: 72-page Sexual Orientation booklet, 13-page Famous Gays and Lesbian handout, instructor's name and telephone number on marker board.
Instructor: Civilian gay male academic authority on sexual orientation

Begin Training
Introduction; 5 minutes; lecture.
Instructor wrote his name and contact telephone number on the board and stated the goal of the class was to give information that would assist police officers improve their job performance. He shared his professional affiliations in police, academia and within the gay and lesbian community. He also shared his becoming aware of being gay by the third grade, and his response to feelings of isolation was to become a workaholic, gain degrees and become a professional ballet dancer. He also shared that he had been fairly effeminate since childhood.
Stereotype Activity; 30 minutes; small group activity with instructor-led class discussion.
On flipchart paper, the instructor wrote the following titles: heterosexual males, homosexual males, heterosexual females, homosexual females, police officers. The instructor modeled the activity using markers to write on the flipchart paper, nouns and adjective for each of these categories. The students were divided into five groups to complete each sheet. Once completed, the instructor led the class in discussion about stereotypes, how language is used to control certain groups and reinforce power in other groups, and how lesbians are kept invisible.
Full student involvement, much laughing at the overtly negative terms and 12 student responses surprised by the results.
Homophobia; 13 minutes; lecture supported by three transparencies and referral to three topic papers in booklet.
The instructor discussed the similarities between homophobes and police subculture and how this is an important source of conflict between the police and gay and lesbian community. The definitions and kinds of homophobia were presented along with the only known research showing the costs associated with homophobia (e.g., the expulsion of lesbians and gays from the military).
One student surprised that the military primarily discriminates against lesbians.
Gay "Lifestyle" Activity; 8 minutes; instructor-led class activity supported by one transparency and referral to two topic papers in booklet.
Instructor asked for student participation to chart the amount of time during the day that time is allocated for particular functions, e.g., 8 hours for sleeping, 45 minutes for eating, etc. This pie chart demonstrated that sexual behavior accounted for an almost insignificant amount of the "average" person's day. This was compared with a gay person's day showing that they are the same and thus the infamous "gay lifestyle" is not true and a stereotype attempting to control a subculture.
Four student responses and some laughing.
Questions; 2 minutes; directive.
Students were directed to write a question they may have on sexual orientation. These were collected.
Break
Basic Information on Sexual Orientation; 40 minutes; lecture supported by nine transparencies and seventeen topic papers in booklet.
The instructor presented that sexual orientation is the result of genetic and environmental influences. To that end, he presented the gender-sexual-emotional identity theories of Shively and DeCecco and contrasted that with the bi-polar Kinsey model concluding with a normal distribution of "sexuality" which states that only a small percentage of the population is strongly committed to a narrow range of sexual experiences and that approximately 80% of the population is capable of both homosexual and heterosexual behaviorsbut that cultural norms skew the population toward either of these two behaviors. To support these conclusions, cross-cultural research was presented. Other issues were touched upon: gay and lesbian adolescence including teen suicide, family and interpersonal relationships, health concerns for gays and lesbians, minority dynamics, chronology of United States Lesbian and Gay Movement, and heterosexism.
Fourteen student responses tended to be highly agitated and rejecting of the research claiming it to be biased and untrue.
Teen Suicide; 20 minutes; video ("Who's afraid of Project 10").
Video presentation of the stresses associated with being a gay or lesbian teenager in our heterosexist society. Interviews with the founder of Project 10 and various religious and political leaders highlight the controversies in providing counseling services for these high-risk teens in the public schools.
Two student responses supported the position that counseling for gay and lesbian youths should not be provided by the schools.

Break (the following activity was conducted during break).
Famous Gays and Lesbians; 15 minutes; paired activity supported with a 13-page handout along with self-stick labels that have some of the names from the handout printed on them.
As students left the room for break, they were handed a 13-page listing of famous gays and lesbians along with a label stuck to their back with one of these names written on it. During break, they were instructed to ask their neighbor questions that could be answered with either a yes or no to help them identify the name on their back. After break, a class discussion was lead by the instructor.
Nine student responsesmostly surprised at the inclusion of Abraham Lincoln, J. Edgar Hoover, and Eleanor Roosevelt on the list.

Hate Crimes; 5 minutes; lecture supported by one transparency and referral to article and one topic paper in booklet.
Instructor presented the latest statistics on hate crimes and the causes for under-reporting.
Homophobia within Police Agencies; 10 minutes; lecture, class reading, instructor-led class activity supported with three topic papers in booklet.
The issues of homophobia within police agencies were presented through a reading of the Sgt. Mitch Grobeson lawsuit and documents from the ACLU report on harassment of gays and lesbians. The fear of being discovered to be gay was personalized through a verbal round-robin student reading of the poem, "I Fear." Finally, the issue of "outing" was discussed.
Twenty-eight student verbal readings of "I Fear," 3 questions about the status of the Mitch Grobeson's suit, and 3 students objected to "outing."
Points-of-Contact; 15 minutes; lecture, class reading supported by three topic papers in booklet.
Students were selected to verbally read to the class point-of-contact covering: domestic violence, hate crimes, "lewd" conduct, activism and civil disobedience, public safety, victims of violence, youth, prostitution, and medical emergencies. The instructor made reference to a community resource list and summary paper.
Appropriate Police Behavior; 15 minutes; small group activity, instructor-led discussion supported by one topic paper in booklet.
The class was divided into small groups of 4 students, assigned one of 13 scenarios in which sexual orientation played a part in police behavior, and asked to discuss how police officers should respond. A spokesperson for each group reported orally to the class with the instructor tying the various responses together.
Twenty-four student responses mostly taking the politically correct solution.
Questions and Answers; 15 minutes; lecture.
The previously collected questions were reviewed and answered by the instructor.
Many student hands went up for more questions, but class time concluded.
End Training


Time: Sexual orientation training was scheduled for 4 hours (5:00 pm to 9:00 pm), with actual instruction time being 3 hours and 31 minutes (211 minutes).
Class Resources: 72-page Sexual Orientation booklet, 13-page Famous Gays and Lesbian handout, instructor's name and telephone number on marker board.
Instructor: Same civilian gay male academic authority on sexual orientation.

Begin Training
Introduction; 5 minutes; lecture.
see Site #7.
Stereotype Activity; 35 minutes; small group activity with instructor-led class discussion.
see Site #7.
Full student involvement, much laughing and giggling regarding saying and writing "naughty" words.
Homophobia; 12 minutes; lecture supported by three transparencies and referral to three topic papers in booklet.
see Site #7.
Gay "Lifestyle" Activity; 2 minutes; instructor-led class activity supported by one transparency and referral to two topic papers in booklet.
see Site #7.
Three student responses and some laughing.
Self-Awareness Activity; 10 minutes; individual then small group activity, instructor-led class discussion supported by one worksheet in booklet.
A Forced-Choice value clarification technique was used to help students identify their feelings concerning homosexuality. Individually, students prioritized scenarios that contained a homosexual situation, then tried to reach consensus within a small group. These were orally reported to the class, and a class consensus was reached and written on the board. The gay instructor revealed how he would prioritize the scenarios thereby contrasting the different perceptions. He then opened discussion.
Much student interaction with most students reporting all the scenarios to be negative particularly the discovery of their teenage son engaging in homosexual behavior or a male police officer leaving his wife after discovering that he is gay.
Questions; 2 minutes; directive.
Students directed to write question they had regarding sexual orientation. These were collected for later use.
Break
Pain of Growing Up Gay in a Heterosexist Society; 31 minutes; video ("Growing Up Gay," by Brian McNaught).
This video presented the absurdity that gays and lesbians would choose to be outcasts from society and that being gay in our society is extremely difficult. During the video, covered topics were noted on the board.
Basic Information on Sexual Orientation; 32 minutes; lecture supported by nine transparencies and seventeen topic papers in booklet.
see Site #7. The instructor used topics brought up in the video to flow directly into a generalized discussion of sexual orientation. The instructor did not take much time for discussion and emphasized that a complete course on human sexuality would take at least 20 weeks with 4 weeks alone devoted to merely defining sex. The instructor asked students to read on their own.
25 student comments, primarily taking exception to the research as being biased and that the material was covered too fast.
Break (the following activity was conducted during break).
Famous Gays and Lesbians; 15 minutes; paired activity supported with a 13-page handout along with self-stick labels that had some of the names from the handout printed on them.
see Site #7.

Hate Crimes; 5 minutes; lecture supported by one transparency and referral to article and one topic paper in booklet.
see Site #7.
Harassment of Gay and Lesbian Officers; 30 minutes; small group activity, instructor-led class discussion supported by one paper in booklet.
Students were divided into small groups of four and asked to discuss and reach consensus on appropriate police behavior concerning scenarios derived from the ACLU report on harassment of gay and lesbian officers. These were reported to the class and a discussion of their findings was conducted by the instructor.
All students became involved with most comments suggesting that the problems could be easily solved through strong administrative directives.
Points-of-Contact; 30 minutes; lecture, class reading supported by three topic papers in booklet.
see Site #7.
Assignment; take home and returned the next day.
Writing assignment. (This caused great concern for the contracting agency and difficulty for the academy director. See later comments.)
End Training


Time: Sexual orientation training was scheduled for 4 hours (11:30 am to 3:30 pm), with actual instruction time being 3 hours and 43 minutes (223 minutes).
Class Resources: 62-page Sexual Orientation booklet, 13-page Famous Gays and Lesbian handout, instructor's name and telephone number on marker board.
Instructor: Same civilian gay male academic authority on sexual orientation.

Begin Training
Introduction; 10 minutes; lecture.
Instructor presented the goals of the training, the instructor's personal story where his response to discovery that he was gay was to become an overachiever (declined to mention his 25-years career as a ballet dancer or his effeminacy). Instructor mentioned other coming out stories told by police officers.
Gay Cops; 23 minutes; video ("Gay Cops" from 60 Minutes with Mike Wallace).
Showed how the acceptance of gay and lesbian cops varies significantly from agency to agency and that gay cops are still fighting for their rights.
Harassment of gay and lesbian police officers; 30 minutes; small group activity, instructor-led class discussion supported by one paper in booklet.
See Site #8.
All students were deeply involved and their comments suggested that their responses would be situationally based.
Break
Questions; 5 minutes; directive.
Students directed to write on a scrap piece of paper a question they may have on sexual orientation. These were collected.
Stereotype Activity; 30 minutes; instructor-led class activity supported by one paper in booklet.
The instructor placed three columns in the board: gay males, gay females and police officers. Students were solicited to offer stereotypic occupations, etc. (but not an endless list of pejoratives). Class discussion revolved around these being stereotypes and few people meet more than one of the characteristics.
Many student interactions with some giggling.
Sexual Orientation Basics; 15 minutes; lecture supported with one transparency and 9 topic papers in booklet.
A simplified description of the incidence of sexuality based on a normal distribution was presented. Limited evidence was given with respect to biology and cross-cultural studies. Students were referred to reading materials, again emphasizing that a full-semester course on human sexuality would just begin to scratch the surface.
Five students challenged research as biased and self-identified Christian fundamentalists made their points.
Break (the following activity was conducted during break).
Famous Gays and Lesbians; 15 minutes; paired activity supported with a 13-page handout along with self-stick labels that have some of the names from the handout printed on them.
see Site #7.

Points-of-Contact; 60 minutes; lecture, class reading supported by three topic papers in booklet.
This is an expansion of what was presented in Site #7.
Twelve student comments used to clarify issues of law.
Break
Personal Contact; 15 minutes; instructor-led class discussion.
Students shared their personal experiences working with gays and lesbians or if they had a friend or family member who was.
About 6 students shared their experiences both good and bad.
Questions and Answers; 15 minutes; lecture.
The instructor read and responded to many of the questions submitted earlier. At one point he became tearful in recounting about the death of a lover. This seemed to touch many of the students.
Five more student questions mostly challenging the research on sexual orientation.
Closure; 5 minutes; lecture.
The highlights of the day's program were reviewed and related back to the goal of the training to improve work performance through knowledge about sexual orientation issues. Also, the instructor gave direct orders to the students that they were not going to start a witch hunt and try to discover who was gay or lesbian in the class. If anyone witness that happen, the instructor said that they had a duty to intervene and stop the behavior or if need be, report it to the academy administrators.
End Training