Abstract
Discrimination and inequality on the basis of gender and sexual diversity remain prevalent in today’s society (Beck et al., 2010; Dispenza et al., 2012; Dugan et al., 2012; Barrientos and Cárdenas, 2013). These situations of exclusion and rejection show the need to train individuals and organizations in the prevention of violence, harassment and inequality (Kattari et al., 2018). Teacher training, both initial and ongoing, is a fundamental axis of action, and consequently, the study of the opinions and beliefs of students and teachers on these issues. This research, therefore, analyses the sexist and prejudiced attitudes toward homosexuality of future teachers in the Spanish educational system. The sample of this research is made up of 452 students in the Degree in Primary Education Teaching and in the Master’s Degree in Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching (MUPES) with an average age of 24.74 (SD = 6.51). For the collection of information, a questionnaire was used consisting of questions on sociodemographic and cultural aspects, the Inventory of Ambivalent Sexism (ASI) by Glick and Fiske (1996) validated in Spanish by Expósito et al. (1998), and the Scale of Attitudes of Heterosexuals toward Homosexuals (HATH) by Larsen et al. (1980), validated in Spanish by Barrientos and Cárdenas (2010). The main results include the presence of significant differences (p < 0.01) in the levels of ambivalent sexism (hostile and benevolent) and in the maintenance of negative attitudes toward homosexuality according to sex and political ideology.
Highlights
The scientific and social interest in equal rights and opportunities for women and people with sexual and gender diversity is undeniable
The main objective of this research is to analyze the levels of sexism and prejudice against homosexuality in future primary education teachers and future teachers of Compulsory Secondary and Upper Secondary School Education, Vocational Training, Artistic Education and Languages, as well as to determine the possible differences in sustaining these attitudes according to sex or political ideology
As opposed to the fourth hypothesis, the present study reveals a low level of negative attitudes toward homosexuality among the students surveyed
Summary
The scientific and social interest in equal rights and opportunities for women and people with sexual and gender diversity is undeniable. The school context is one of the areas where lesbians, gays, bisexuals, transgender, transsexuals, intersexes, queer and other sexual and gender minority people (LGBTIQ+) suffer most from exclusion and violence (Dugan et al, 2012; Martxueta and Etxeberria, 2014). In this sense, Sánchez Sibony et al (2018), after a systematic review of studies on harassment and stigmatization in schools for reasons of sexual and gender diversity, determine the existence of a specific form of homophobic bullying. There is an urgent need to train educational professionals in the inclusion of this student body and in the prevention of these forms of violence and harassment (Kattari et al, 2018)
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