The use of homophobic language across bullying roles during adolescence

Abstract

This study examined the use of homophobic epithets in association with multiple bullying roles (i.e., primary bully, reinforcing and assisting the bully, defending the victim, and remaining uninvolved) among 253 high school students. Use of homophobic epithets was significantly associated with the primary bully role and the supportive roles of reinforcing and assisting the bully for boys and girls. Remaining uninvolved was associated with less use of homophobic language only for girls. Furthermore, engaging in multiple bullying roles predicted more frequent use of homophobic epithets among boys. However, a more complex relation existed for girls. The reinforcer role significantly predicted more frequent use of homophobic epithets for girls, but to a greater extent for those who also engaged in the primary bully role. Findings provide a broader social understanding of how homophobic language may be used as part of bullying, and carry several implications for professionals in schools.