Homophobia within schools: challenging the culturally sanctioned dismissal of gay students and colleagues

Correlates of Homophobic Attitudes in Lebanon: Results of a Cross-Sectional Study

To assess homophobic attitudes toward gay and lesbian persons and examine how those negative attitudes contributed to risk factors that may impact gay and lesbian persons among a sample of Lebanese individuals. A cross-sectional study, conducted between March and July 2017, enrolled 400 participants aged between 15 and 80 years. 129 (32.3%) of the participants had severe homophobic attitudes. An increase in intense homophobia would significantly increase the odds of emotion focused engagement and decrease the problem focused engagement (Beta = 1.05 and Beta = -1.19, respectively). A stepwise linear regression, using the total homophobia score as the dependent variable showed that knowing someone gay (Beta = -12.97), university education level (Beta = -14.93), high monthly income (Beta = -4.33), and higher problem-focused engagement subscale (Beta = -0.54) would significantly decrease the total homophobic score. Our study supports the prevalence of homophobia among people in Lebanon. Understanding the correlation factors and predict discriminative attitudes can be of great help for policymakers when it comes to approaching the problem of homophobia with evidence-based solutions.

The Convergence of Social Identities and Environmental Contexts in Facilitating Latino Male Resilience

While Latino/as are the largest racial/ethnic group in the United States, they continue to face challenges throughout their educational careers. Latino males, in particular, are said to be vanishing from higher education, earning fewer degrees than their female counterparts. Using in-depth interviews with 24 Latino male collegians, we sought to understand the process of resilience for this population, looking specifically at the factors that enhance their educational access and success within postsecondary institutions. The data demonstrate the social identities and environmental contexts that foster resilience for Latino males, despite adversities they may face. Four main themes arose, illuminating the challenges Latino males may face in their path to college and elucidating the ways they use their identities as motivation and the educational contexts that support their resilience. We highlight resilience as a process, calling for educators to consider the ways in which they can support Latino males’ aspirations into and through college.

Hirschfeld to hooker to herek to high schools: a study of the history and development of GLBT empirical research, institutional policies, and the relationship between the two

Empirical gay, lesbian, bisexual, and transgender (GLBT) research has passed through three stages. Transitions between stages have been caused by an interaction of empirical research and institutional policies. The first period is from the late 1800s up to 1972, when research focused on categorizing homosexuality as a disease, treatments for homosexuality, and then research refuting the disease model. The second period ran from 1972 to approximately 1990, when researchers began to apply the disease model not to GLBT persons, but rather to those having negative attitudes toward homosexuality (homophobia), and researchers began to look at what it was like to be a GLBT person from GLBT persons' perspectives. The third period began in the early 1990s and continues today, when researchers focus on institutions, particularly action research aimed at changing institutions.

Attitudes, perceptions, and knowledge of pre-service teachers regarding the educational isolation of sexual minority youth

Sexual minority youth (Gay, Lesbian, Bisexual, Transgendered, and Questioning youth) must function in a society that condones homophobia. Rendered invisible through the stigma attached to their identification as sexual minorities, they are conveniently forgotten by the institutions charged with facilitating their education. Results from a research study conducted by Sears (1991), indicated that teachers often expressed that they should be more proactive and supportive and committed to the welfare of all of their students. However, the realities of their professional intervention and support were negligible. The purpose of this research study was to examine the personal beliefs of pre-service educators from the Midwest about homosexuality, and how these attitudes and feelings are actualized in the schools. Findings suggest that the results of the current sample had little variation from the sample reported by Sears. While Black pre-service educators as well as early childhood pre-service educators obtained higher mean scores on both attitudinal measures (Attitudes Toward Homosexuality and Index of Homophobia), race was the only variable which proved to be statistically significant. Implications for future research are also discussed as a result of this study.

Black masculinity matters in attitudes toward gay males

Recent work on attitudes toward homosexuals promotes the view that males typically have more negative attitudes than females; and African Americans have more negative attitudes than their white counterparts. However, among African Americans, women are thought to have the greatest negative attitudes because they perceive themselves as competing for a limited pool of black male partners. This study uses the National Black Politics Study to examine African American gender differences in attitudes toward homosexual men. Multivariate findings show that of the variables analyzed: (1) Among African American females, age, income, education, and urban residence are statistically significant; and (2) among African American males, frequency of religious attendance was the only statistically significant variable. It is, therefore, argued that black masculinity explains the gendered differences and that negative attitudes within the African American community toward gay men contribute to debilitating both the physical and mental health of the entire black community.

Gender differences and attitudes towards homosexuality

The aim of this research is two-fold. First, it examined individuals' attitudes towards homosexuals in Singapore. Second, it also investigated whether gender differences in attitudes towards homosexuals exist. Respondents comprised 365 students and data were collected through the use of questionnaires. Results generally suggested that respondents harboured negative attitudes towards homosexuals. The prevalence of such ambivalent attitudes seemed to suggest that respondents were still generally quite conservative in their attitudes towards gender roles and homosexuality. Our findings also revealed that, generally, women reported that they were more comfortable in working closely with male homosexuals while the reverse was true for men. Implications of our findings were discussed.

School outcomes of sexual minority youth in the United States: evidence from a national study

Using data from the Add Health Study, the first nationally representative study of adolescents in the U.S. to include information on same-sex romantic attraction, we examine school outcomes (school troubles, attitudes, and performance) of same-sex attracted youth within the context of four relational domains: family, teacher, social, and peer. Results indicate that each domain plays a role in the negative attitudes about school held by these sexual minority youth. However, sexual minority youths' feelings about their teachers play an important role in explaining school troubles.

Playing it safe: addressing the emotional and physical health of lesbian and gay pupils in the U.K

Compared to young people in general, young lesbians and gay men can face specific challenges to their physical and emotional well-being. These include discrimination, victimization, homophobic bullying and an elevated suicide risk. Relative to initiatives which attempt to address bullying in general, little has been done in schools in the U.K. to address physical and verbal homophobic bullying. This paper reports on an exploratory study to examine teachers' perceptions of homophobic bullying, the responses made to this form of bullying, and the factors which impact on the provision of education and support to lesbian and gay pupils. Findings suggested that teachers were aware of homophobic bullying but were confused, unable or unwilling to address the needs of lesbian and gay pupils. Implications for policy, practice and research are discussed. While current U.K. Government policy promoting Healthy Schools and Citizenship education offers hope for the future, much remains to be done to ensure that such initiatives are inclusive of all pupils.

Effects of social contact with homosexuals on heterosexual Turkish university students' attitudes towards homosexuality

The purpose of the study was to investigate the effects of social interaction with homosexuals on attitudes toward homosexuality in a sample of heterosexual Turkish university students. Hudson and Ricketts' 25-item scale was translated from English into Turkish and used to measure students' attitudes toward homosexuality. Findings, in general, suggested that exposure to and contact with homosexuals resulted in more positive attitudes toward homosexuality. Performed factor analysis demonstrated that there were three factors for the scale. The factors were labelled as "Social interaction with homosexuals," "Probable family ties with homosexuals," and "Tendency to be a homosexual." Subjects' negative attitudes toward homosexuality increased on the last two factors, which were about having a homosexual child or sibling, and being comfortable with being attracted to a homosexual. Results were discussed in terms of prejudice and intergroup contact.