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Scholars and practitioners have suggested that people with privilege organize their own communities to affect greater action and leverage their power and privilege; however, little research has examined how such a model functions. Emerging research suggests that transformative organizing (TO) models can be modified to effectively move people with class privilege to take action while maintaining accountability to marginalized communities. Financial giving is a measurable social action goal that serves to both support greater economic equity and fund social justice movements, an important goal of movement organizers. The study reported in this article used data drawn from a mixed-methods case study. Ordinary least squares regression analyses suggest that the impact of participation in a modified TO model on giving is positively associated with critical consciousness development, particularly for white participants. Furthermore, the effectiveness of this approach appears to be strengthened when coupled with creating a giving plan. [ABSTRACT FROM AUTHOR]

Objective: This study evaluates the effectiveness of an intervention using theater and dialogue to raise awareness about homophobia and transphobia and increase intentions to participate in macro-level change efforts around lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQQ) issues. Methods: Using a pretest–posttest design, this study examines changes in advocacy intentions around LGBTQQ issues among middle school and high school students who participated in the intervention (n = 515). Results: Students reported a significant increase in intentions to advocate. Existing intervention behaviors and increased recognition of homophobia/transphobia as problems were associated with greater increases in intention to advocate. Respondents with higher existing intervention behaviors, as well as White students and cisgender women, reported higher advocacy intentions compared to students of color and cisgender men. Further, we found indication of greater awareness of homophobia/transphobia as a problem in school. Conclusions: Youth-led theater and dialogue-based interventions may be a promising strategy for addressing heterosexism and genderism in schools. [ABSTRACT FROM AUTHOR]