Homophobic Bullying In Schools Research Articles

The Mediating Role of Feeling Safe and Belonging in the Effect of Homophobic Bullying on the Academic Life and Self of Young LGB Portuguese Students

Homophobic bullying in schools affects the sense of safety and belonging of LGBT youth in the school community, with several impacts. We know that homophobic bullying has consequences, but it is important to understand the mechanisms underlying these consequences, and how we can mitigate some of these consequences. We know that we cannot erase bullying, but there are ways to reduce and/or mitigate its effects. The goal of this research was then to understand what variables (eg,, a sense of security and a sense of belonging) could explain the impacts of bullying, and what variables in a school context we could intervene with. Thus, an online questionnaire was used and 562 participants from Portugal (15 to 21 years old) participated. The results showed that the sense of safety of LGBT youth mediates the relationship between homophobic bullying and absenteeism, as well as academic performance. It was also possible to conclude that the feeling of belonging mediates the relationship between bullying and the student's low self-esteem. The results and implications for education policy are discussed.

A narrative inquiry into the physical education and youth sport experiences of gay male rugby players: a Bourdieuian perspective

ABSTRACT Background Emerging within the Physical Education (PE) and Youth Sport (YS) context is literature that runs counter to a previous focus on the negative treatment and outcomes for gay pupils (Monk, D. 2011. “Challenging Homophobic Bullying in Schools: The Politics of Progress.” International Journal of Law in Context 7 (2): 181–207; Anderson, E. 2011b. “Masculinities and Sexualities in Sport and Physical Cultures: Three Decades of Evolving Research.” Journal of Homosexuality 58 (5): 565–578), as they negotiate their way through a predominantly heteronormative environment (Landi, D. 2018. “Toward a Queer Inclusive Physical Education.” Physical Education and Sport Pedagogy 23 (1): 1–15). While it would be false to assume that a vast number of gay young people do not suffer at the hands of gendered expectations and homophobic abuse (Stonewall. 2017a. Schools Report Scotland: The Experiences of Lesbian, Gay, Bi and Trans Young People in Scotland’s Schools in 2017.), there remains an absence of research into those who have successfully negotiated this – at times – toxic climate (Marshall, D. 2010. “Popular Culture, the ‘Victim’ Trope and Queer Youth Analytics.” International Journal of Qualitative Studies in Education 23 (1): 65–85; Monk, D. 2011. “Challenging Homophobic Bullying in Schools: The Politics of Progress.” International Journal of Law in Context 7 (2): 181–207). Purpose This paper seeks to make a meaningful contribution to addressing a gap in current research by exploring specifically the lives of gay men who have continued to engage in physical activity (PA) in later life. By exploring these individuals’ PE and YS experiences, greater detail can be identified to how inhibiting factors were mitigated and facilitating factors were exploited in leading to their successful current participation. Design and analysis Three gay males’ experiences are explored through a narrative approach that provided a voice to, and challenged, the cultural story of this often-marginalised community. Through the theoretical lens of Bourdieu’s (Bourdieu, P. 1977. “Structures and the Habitus.” In Outline of a Theory of Practice, 72–95. Cambridge: Cambridge University Press; Bourdieu, P. 1986. “The Forms of Capital.” In Handbook of Theory and Research on the Sociology of Education, edited by Pierre Bourdieu, 241–258. Westport: Greenwood; Bourdieu, P. 1989. “Social Space and Symbolic Power.” Sociological Theory 7 (1): 14–25; Bourdieu, P. 2002. “Habitus.” In Habitus: A Sense of Place, 43–53. Burlington: Ashgate) underpinning social theory, and his conceptual tools of Habitus, Capital and Field, the researchers were able to disentangle the complex negotiations of three gay males’ social experiences offering detailed and unique insights throughout each stage of the research process. Within their stories, notions of heteronormativity, hypermasculinities and low perceived physical competence were identified as inhibiting factors, while increased opportunities, representation and education were recognised to facilitate their return to rugby and potentially enhance future youth PE and YS experiences. Conclusion The paper makes links between three gay males involvements in PE and current engagement in YS, and identifies how inhibiting factors were mitigated and facilitating factors were exploited in order to achieve successful current participation.

Evaluating Litigation as a Structural Strategy for Addressing Bias-Based Bullying Among Youth

Homophobic bullying-which is motivated by actual or perceived sexual orientation-is a common experience among youth and is more strongly associated with adverse outcomes than bullying unrelated to bias. Yet current approaches to reducing homophobic bullying either lack empirical evidence or encounter significant obstacles. Thus, the field requires the identification of strategies that hold promise for reducing homophobic bullying. To examine whether litigation is associated with reductions in homophobic bullying. In this quasi-experimental study, difference-in-difference analysis was used to estimate the association between litigation and homophobic bullying, comparing students in schools that experienced litigation with students in schools that did not experience litigation, controlling for individual and school characteristics, study year, and county. Survey responses came from high school students from 499 schools participating in the California Healthy Kids Survey, the largest statewide survey of youth risk behaviors and protective factors, between 2001 and 2016. Legal data were collected from September 2018 to September 2019, and data were analyzed from February 2020 to April 2021. Outcomes of litigation related to sexual orientation-based harassment and discrimination in California schools occurring after 2000. Student reports of homophobic bullying. Of 1 448 778 included participants, 706 258 (48.7%) were male, 563 973 (38.9%) were White, and the mean (SD) age was 14.6 (1.7) years. For cases where the plaintiff (student) secured monetary and/or injunctive relief through settlement or court decision, there was a 23% reduction in the ratio of odds ratios (ROR) of homophobic bullying in schools directly involved in the litigation relative to schools that did not experience litigation (ROR, 0.77; 95% CI, 0.68-0.86). These benefits of litigation spilled over into schools in the same district as the schools experiencing litigation (ROR, 0.76; 95% CI, 0.70-0.81). However, homophobic bullying slightly increased in the school and district where the defendant (school) avoided adverse legal consequences, suggesting potential backlash. Litigation seeking to address alleged violations of the rights of students who are (or are perceived to be) lesbian, gay, bisexual, or transgender under laws prohibiting harassment or discrimination may lead to reductions in rates of homophobic bullying, with effect sizes comparable with that of resource-intensive school-based bullying interventions. These findings set the stage for future studies to evaluate the consequences of different litigation efforts aimed at redressing stigma-based harms among youth.

Homophobic Bullying in Schools: The Role of Homophobic Attitudes and Exposure to Homophobic Aggression

This study examined the reciprocal longitudinal relations between homophobic attitudes and homophobic bullying at school. Furthermore, the study also assessed the roles of exposure to homophobic bullying at school, homophobic language at home, and previous social interaction with individuals who identify as lesbian, gay, bisexual, or transgender (LGBT) as predictors both of homophobic attitudes and bullying. A total of 791 adolescents (56.38% boys; ages 12–17; M = 13.96, SD = 1.18) completed measures of homophobic attitudes, carrying out homophobic bullying, exposure to homophobic bullying at school, exposure to homophobic language at home, and social interaction with individuals who identify as LGBT. The results indicated that homophobic attitudes at Time 1 (T1) predicted homophobic bullying at Time 2 (T2), and homophobic bullying at T1 predicted homophobic attitudes at T2. Moreover, exposure to homophobic bullying at school at T1 predicted homophobic bullying at T2. Some gender differences emerged in the relations between the variables, which suggests that prevention and intervention in homophobic bullying should be tailored to fit different individual needs.

Study on homophobic bullying in Portugal using Multiple Correspondence Analysis (MCA)

Educational institutions, as well as political, social and scientific discourses, have contributed towards discrimination and violence against people with non-normative sexual orientations. Acts of violence among peers (bullying) motivated by homophobia occur on a frequent basis in school contexts. This study aims to identify the patterns in which homophobic bullying (victim identified) takes place in Portuguese schools using Multiple Correspondence Analysis. This study involved the application of a questionnaire to people of both sexes before obtaining a total of 171 participants reporting themselves as victims of homophobic bullying in schools. Following the identification of eight indicators and the selection of two dimensions, while also structuring the axes in accordance with the representation space, four patterns of homophobic bullying could be identified: masculine violence, feminine violence, violence with less perceived impact, and violence with greater perceived impact. These different patterns have allowed us to learn about the different ways in which peer violence takes place in schools and its possible effects. Among the main study conclusions, it is highlighted how male participants were victims of violence at an earlier age than female participant victims. Another key finding is the complete lack of cases in which the aggressors were only female. Finally, a common conclusion to all participants, encapsulates how none of the victims reported the violence to their families for fear of losing family support by revealing a non-heterosexual orientation.

Homophobia: What do you see?

How much homophobic bullying in schools do we, as teachers, actually see? A senior school leader looks at the prevalence of incidents and asks what we, as schools, can do

The Erasure of Bisexual Students in Australian Education Policy and Practice

The recent release of United Nations Educational, Scientific and Cultural Organization (UNESCO) booklets, policy, and practice guidance on homophobic bullying in schools represents a distinct shift in how diverse student sexualities are conceptualized in education. Schools are now increasingly addressing the issue of homophobia in official policies. Such policies can include spaces for gay, lesbian, bisexual, transgender, intersex, queer (GLBTIQ), and other related student subjects. This article considers the extent to which bisexual subjectivity is reflected in Australian education policies, sexuality education practices, and school provisions. Analysis is based on a review of over 80 Australian education policies and data from a national Australian survey on GLBTIQ students aged 14–21. The article compares the general invisibility of bisexuality in education policy to its increased prevalence across GLBTIQ student identities and experiences, particularly among girls. Issues and practice ideals unique to policies and schools’ treatment of bisexual students are reflected on.

Gay gang- and crime-involved men's experiences with homophobic bullying and harassment in schools

Homophobic language and harassment in American schools is pervasive. Although several studies suggest sexual minority youth engage in defensive violence to respond to homophobic bullying in schools, these encounters remain largely unexplored. Instead, extant literature focuses on these youths' likelihood of being bullied and the negative school or mental health outcomes associated with homophobic victimization. In this paper, I utilize in-depth interviews with 53 gay gang- and crime-involved men to present a descriptive portrait of their experiences with homophobic bullying and harassment in schools, and the ways they manage and respond to these events. This study moves beyond prior studies by detailing how, under what circumstances, and why gay youth may choose to ‘fight back’ against homophobic bullying. Specifically, fights were enacted to address disrespect and to build a reputation as someone who was not to be bullied; the goal of which was to curtail future harassment.

Adressing homophobic bullying in schools through training

British Journal of School NursingVol. 7, No. 9 CommentAdressing homophobic bullying in schools through trainingShaun DellentyShaun DellentySearch for more papers by this authorShaun DellentyPublished Online:16 Aug 2013https://doi.org/10.12968/bjsn.2012.7.9.460AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Stonewall (2007) The School Report. www.stonewall.org.uk/documents/the_teachers_report_1.xml (accessed 2 November 2012) Google Scholar FiguresReferencesRelatedDetails 1 November 2012Volume 7Issue 9ISSN (print): 1752-2803ISSN (online): 2052-2827 Metrics History Published online 16 August 2013 Published in print 1 November 2012 Information© MA Healthcare LimitedPDF download

Risk and Protective Factors for Homophobic Bullying in Schools: An Application of the Social–Ecological Framework

Homophobic bullying is a serious concern for students, parents, teachers, and school officials. This article reviews evidence on the status of this problem and how it may be addressed in a multilevel and multidisciplinary manner growing out of a social–ecological perspective on homophobic bullying as a social phenomenon. The ecological framework developed by Urie Bronfenbrenner (1977, 1979) is applied to organize this effort, which includes micro-, exo-, and macro-systems in which behavior and development are embedded. The inherent fluidity of experience postulated by Bronfenbrenner’s ecological approach offers hope that as practices and policy to promote diversity move forward, they will reshape the social ecology of sexual minority youth.

Afraid to be different

Homophobic bullying in schools leaves young people isolated, depressed and at risk of serious harm. School nurses can support individuals and encourage a culture that celebrates diversity. There are positive signs that the problem is being taken more seriously and attitudes are changing.

Challenging homophobic bullying in schools: the politics of progress

AbstractIn recent years homophobic bullying has received increased attention from NGOs, academics and government sources and concern about the issue crosses traditional moral and political divisions. This article examines this ‘progressive’ development and identifies the ‘conditions of possibility’ that have enabled the issue to become a harm that can be spoken of. In doing so it questions whether the readiness to speak about the issue represents the opposite to prohibitions on speech (such as the notorious Section 28) or whether it is based on more subtle forms of governance. It argues that homophobic bullying is heard through three key discourses (‘child abuse’, ‘the child victim’ and ‘the tragic gay’) and that, while enabling an acknowledgement of certain harms, they simultaneously silence other needs and experiences. It then moves to explore the aspirational and ‘liberatory’ political investments that underlie these seemingly ‘common-sense’ descriptive discourses and concludes with a critique of the quasi-criminal responses that the dominant political agenda of homophobic bullying gives rise to. The article draws on, and endeavours to develop a conversation between, critical engagements with the contemporary politics of both childhood and sexuality.

Psychosocial implications of homophobic bullying in schools: a review and directions for legal research and the legal process

This review paper explores the medical, educational and sociological research literature on the nature, likelihood, causes, onset, course, consequences, resolution and prevention of school bullying and addresses the added implications of homophobia, with the role of family taken into account. A thorough understanding of relevant empirical research is essential to exploring the contributory, remedial, retributive and deterrent roles of the law, including international law. Some directions as to how these roles may be explored through legal research and the legal process are suggested.

Invisible No More? Including Lesbian, Gay and Bisexual People in Social Work and Social Care

Until recently, lesbian, gay and bisexual (LGB) people were invisible users of social care; this paper provides an overview of the social and political context which led to this neglect. With the introduction of legislation in 2007 which prohibited discrimination in service provision and increasingly liberal social attitudes, this previously hidden population is more likely to disclose their sexual orientation to providers and to expect equal treatment in their receipt of services. Furthermore, the new policy agenda for adult social care — the personalisation of services — means that users and carers will have more choice about personally tailored services and control in how they are delivered. Care Matters: Time for Change 2007 has emphasised the importance of education in securing looked after children's life opportunities and has identified a key role for social care workers in children's achievement. Yet LGB children continue to face homophobic bullying in schools with the potential risk to their educational attainment and self esteem. These agendas require that service providers know about the issues and concerns of LGB service users and have an understanding about their experiences of care services. This paper identifies a number of good practice initiatives in LGB social care and outlines recommendations for providing appropriate care.

Invisible Difference in Space: The Role of Different Spaces in Homophobic Bullying in Schools

ABSTRACT This small-scale piece of research was undertaken to examine, retrospectively, the experiences of 10 men, ages 27 through 53, in terms of what constitutes and influences homophobic bullying in the private and state school contexts in the United Kingdom. Using standpoint epistemology and a life histories method, the author investigates what is meant by homophobia and homophobic bullying; tries to identify why respondents think the bullying they suffered was homophobic in nature; and identifies and develops an understanding of the role different spaces play within school. Homophobic bullying has much to do with the intent to hurt that is contained within various “verbal spaces.” Alongside this, physical spaces within a school environment, including the personal and social education classroom and changing rooms, play key roles in homophobic bullying. Pedagogic strategies and educational policies of intervention are suggested.

Bullying in Schools Towards Sexual Minority Youth

ABSTRACT Gay, lesbian, bisexual, transgender, questioning and inter-sex (GLBTQI) youth, and those perceived to be GLBTQI, face extensive verbal and physical bullying in schools. Although increasing attention has been made at examining the safety concerns of sexual minority (GLBTQI) youth, there remain important gaps in the literature as well as significant sampling limitations. This article seeks to identify and respond to research gaps by: (a) reviewing existing literature about the causes and risk factors associated with homophobic bullying; (b) reviewing existing literature about the consequences associated with the victims of sexual minority bullying; (c) identifying the limitations to research procedures and methodologies that have been used to investigate this topic; and (d) proposing a research agenda for future investigations of homophobic bullying in schools.

A Human Rights Approach to Stopping Homophobic Bullying in Schools

SAMMARY This article examines the development of Winnipeg School Division's groundbreaking program to oppose homophobic bullying by making that struggle synonymous with the defense of human rights. The analysis draws on interviews with key players in the development of the program, committee minutes, newspaper accounts, workshop evaluations and court rulings. The Division's approach involves a range of actions, the mainstay of which is compulsory workshops for all employees, and is supported by various initiatives undertaken by stakeholders outside the Division. The article assesses the strategic merits of the Division's human rights approach to stopping homophobic bullying and argues that curriculum development is still required to achieve the full potential of that approach.