the program is to provide a learning environment in which there is respect for all persons and understanding of diversity and difference in practice. Diversity focuses include gender, gender identity and expression, and sexual orientation, (Educational Policy and Accreditation Standards, 2008).
While curricula concerning gender, race, and cultural diversity have a
foothold in social work education, scholars have observed that discrimination and oppression related to sexual orientation and gender identity are not commonly addressed (Goldsen, Luke, Woodford, & Gutierrez, 2011). Study done by Cramer (1993) showed that of students from various majors who were enrolled in an undergraduate social work course at the University of South Carolina, 9 out of 10 scored in the homophobic range. Negative attitudes were associated with male gender, conservative sex role attitudes, and lack of contact with gay men and lesbians. A different study found that nearly half of a sample of graduate students perceived insufficient training in their professional degree programs and reported moderate levels of competence to serve LGBT (Lesbians, Gays, Bisexuals, and Transgender) individuals and their families (Logie, Bridge, & Bridge, 2007). Findings in another study conducted by Chonody, Siebert, & Rutledge (2009), with social work students, were not significantly different from those of students majoring in other professions. The social work students scored on a moderate level of antigay bias while enrolled in a human sexuality course. Their scores remained within the same range for the pretest and posttest. Also, a study was done in South Korea on Korean social work students and their attitudes towards gay men and lesbians. The researchers found that the proportion of South Korean student
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