Abstract
ABSTRACT Using written language of early adolescents at a California middle school, this study investigated seventh grade students' perspectives on the frequency of hearing and using homophobic name-calling, reasons such language gets used, and reactions to hearing others use it. Students reported widespread use of homophobic name-calling but disagreed about what it means. Most saw it as innocuous banter or generic insult, but others cast it as gender-identity putdown, LGBT slur, or speech that injures even when LGBT people are not present. Students rarely challenged the name-calling. Analyses suggest that pre- and early-adolescents may benefit from instruction in language and power; in ways homophobic name-calling injures; and in how to be allies and advocates, confronting injurious speech among peers.
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