Using Nail Polish to Teach about Gender and Homophobia

Abstract

How might teachers help students investigate the relationship between gender and homophobia? This article describes an exercise that uses fingernail polish to do just that. The authors uses anecdotal evidence to describe the exercise in which students pair with someone of the opposite gender and paint each other’s fingernails. Additionally, the author uses a randomly selected sample of 19 students to formally evaluate the teaching goals of this assignment. Students regard the nail polish assignment favorably, with average scores ranging from 3.37 to 4.26 (out of 5). The evaluation and anecdotal evidence confirms a continuing need to address homophobia in everyday life and in the classroom. This activity offers an innovative approach to doing so.