German Adolescents' Homonegativity and the Relationship to Their Religious Denomination and Gender Role Orientation

Autor/inn/en	Zmyj, Norbert; Huber-Bach, Lilo
Titel	German Adolescents' Homonegativity and the Relationship to Their Religious Denomination and Gender Role Orientation
Quelle	In: Journal of LGBT Youth, 17 (2020) 3, S.241-259 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1936-1653
DOI	10.1080/19361653.2019.1641174
Schlagwörter	Foreign Countries; Adolescents; Social Bias; Religion; Homosexuality; Student Attitudes; Predictor Variables; Sex Role; Familiarity; Friendship; Gender Differences; Immigrants; Socioeconomic Status; Family (Sociological Unit); Grade 9; Germany + Suchen Sie Ihr Suchwort? Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Homosexualität; Schülerverhalten; Prädiktor; Geschlechterrolle; Freundschaft; Geschlechterkonflikt; Immigrant; Immigrantin; Immigranten; Socio-economic status; Sozioökonomischer Status; Familie; School year 09; 9. Schuljahr; Schuljahr 09; Deutschland
Abstract	Although same-sex marriages are legally recognized in many Western societies, prejudices against gay men and lesbians remain and already appear in adolescents. Since a negative attitude toward gay men and lesbians is likely to foster malevolent behaviors, we investigated predictors of homonegativity in adolescents aged between 14 and 16 years. Regression analyses revealed that Muslim religious denomination -- but not another or no religious denomination -- and traditional gender roles substantially explained variance in homonegativity, followed by contact with gay and lesbians friends, religiosity, and gender. Migration background, socioeconomic status, and contact with homosexual family members were not found to be predictors of homonegativity. Implications of these findings are discussed, in particular, the importance of cautiously interpreting these correlational data that do not allow for a straightforward causal interpretation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01