Bullying toward LGBTQI + Students in Australian Schools: Understanding Teachers' Intentions to Intervene

Autor/inn/en	Parker, Linda; Webb, Stephanie; Chonody, Jill M.
Titel	Bullying toward LGBTQI + Students in Australian Schools: Understanding Teachers' Intentions to Intervene
Quelle	In: Journal of LGBT Youth, 20 (2023) 3, S.561-584 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Webb, Stephanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1936-1653
DOI	10.1080/19361653.2022.2096744
Schlagwörter	Bullying; LGBTQ People; At Risk Students; Teacher Role; Intention; Intervention; Barriers; Knowledge Level; Teacher Attitudes; Minority Group Students; Ideology; Foreign Countries; Social Bias; Sexual Orientation; Sexual Identity; Teacher Characteristics; Australia + Suchen Sie Ihr Suchwort? Mobbing; Lehrerrolle; Wissensbasis; Lehrerverhalten; Ideologie; Ausland; Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität; Australien
Abstract	The bullying of sexual and/or gender minority youth at school is a social violence issue that is ubiquitous in most countries. In line with evidence-based practice, teachers are consistently shown to be a critical component of success when addressing this issue; however, teachers' preparedness to respond to sexual and/or gender motivated bullying is under researched. Utilizing components of the theory of planned behavior, a sample of 437 Australian teachers were investigated to determine whether knowledge, perceived barriers, and attitudes toward both sexual and/or gender minorities predicted teachers' intentions to intervene when a sexual and/or gender minority student is bullied above and beyond sociodemographic factors associated with prejudice. Results of hierarchical linear regression demonstrated that teachers with more positive views of gender minorities and less traditional views related to gender ideologies were more likely to endorse higher intentions to intervene in sexual and/or gender minority motivated bullying. Findings suggested teachers' attitudinal biases inform their professional practices when a sexual and/or gender minority student is bullied. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01