Abstract
This cross-sectional research investigates the individual (i.e., sexual prejudice, contact with lesbian and gay [LG] people, and perceived seriousness of homophobic epithets) and contextual (i.e., homophobic bullying observed by school staff and perceived colleague reactions to homophobic bullying) factors as predictors of school staff intervention against vs. legitimization of homophobic bullying. Data were collected in secondary schools in the North of Italy via a paper-and-pencil survey. Participants were school staff members (N = 273) from 24 Italian secondary schools. The results have indicated that the higher the sexual prejudice and the lower the contact with LG individuals, the higher the legitimization of homophobic bullying. Also, perceiving colleagues as legitimizing or intervening in cases of homophobic bullying predicted similar reactions on the part of school staff participants. The findings are discussed with respect to the current literature regarding homophobic bullying, and applied interventions for school staff training programs to tackle homophobic bullying at school are put forward.
Highlights
6" numerous countries have shown that homophobic bullying, as well as harassment and name-calling, 7" is a widespread phenomenon in school settings, for instance in Great Britain (Guasp, 2012), Ireland
20" homophobic epithets) and contextual factors
5" individuals, homophobic bullying observed by school staff, perceived colleague reactions to
Summary
6" numerous countries have shown that homophobic bullying, as well as harassment and name-calling, 7" is a widespread phenomenon in school settings, for instance in Great Britain (Guasp, 2012), Ireland. 14" revealed that LGBT students frequently declare that school staff tend not to intervene in cases of. Inaction on the part of school staff can be understood as. 18" blatantly legitimizing the bullying, which is part of a general response of disengagement (Bandura, 19" Barbaranelli, Caprara, & Pastorelli, 1996; Camodeca, Baiocco, & Posa, 2018). In Italy, 20" which is the context of the current research, 25.8% of secondary school students reported teachers. In a recent study (Kosciw et al, 2016) among U.S LGBT students, more than half who have
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