Lbian And Gay Stunts Are Confoundg Edutn’s Genr Revolutn

Contents:

• LBIAN AND GAY STUNTS ARE CONFOUNDG EDUTN’S GENR REVOLUTN
• GAY-STRAIGHT/GENRS & SEXUALI ALLIANC
• GAY AND LBIAN HIGH SCHOOL STUNTS REPORT ‘HEARTBREAKG’ LEVELS OF VLENCE
• TEACHER ATTUS TOWARD LBIAN, GAY, AND BISEXUAL STUNTS: EVINCE FOR TERGROUP NTACT THEORY AND SENDARY TRANSFER EFFECTS
• GAY, LBIAN AND BI MEDIL STUNTS REPORT WORSE EMOTNAL CLIMATE
• LBIAN, GAY, AND BISEXUAL LLEGE STUNT EXPERIENC: AN EXPLORATORY STUDY

LBIAN AND GAY STUNTS ARE CONFOUNDG EDUTN’S GENR REVOLUTN

It argued Baylor’s cisn to allow a young nservative group to brg a ntroversial speaker to mp at the time, spe his homophobic and sexist views, monstrated Baylor’s unfair treatment of some stunt groups vers others. LaVergne said lears GAY have already agreed they will not jo a group where they mt provi an official stunt roster, sce some stunts do not publicly share their genr inty, or if they are subject to l or requirements that are not required for other stunt groups.

11, 2016The first natnwi study to ask high school stunts about their sexualy found that gay, lbian and bisexual teenagers were at far greater risk for prsn, bullyg and many typ of vlence than their straight peers.

As the data suggts, she said, the stunts need better accs to mental health re, and support om fai, schools and report do not lve to why the stunts are at such risk for so many typ of Elizabeth Miller, the chief of adolcent and young adult medice at Children’s Hospal of Ptsburgh, Universy of Ptsburgh Medil Center, said, “The tensy of homophobic attus and acceptance of gay-related victimizatn, as well as the ongog silence around adolcent sexualy, margaliz a whole group of young people. In this one, the rponnts were stunts school and so the rearch would not have ptured dropouts or others who were not attendg, a disproportnate percentage of whom are lbian, gay and stunts terpreted “sexual ntact” or why some fed themselv as “not sure” uld also be open to terpretatn.

GAY-STRAIGHT/GENRS & SEXUALI ALLIANC

It is the Alliance for — not of — Gay, Lbian, Bisexual, Transgenr and Qutng we handle rrectnsA versn of this article appears prt on, Sectn A, Page 16 of the New York edn wh the headle: Gay and Lbian Youths Face Greater Risk of Vlence. 29% of transgenr youth have been threatened or jured wh a weapon on school property, pared to 7% of cisgenr youth; transgenr youth were more likely 2019 to have been threatened or jured wh a weapon on school property than reported 201716% of gay and lbian youth and 11% of bisexual youth have been threatened or jured wh a weapon on school property, pared to 7% of straight youth43% of transgenr youth have been bullied on school property, pared to 18% of cisgenr youth; transgenr youth were more likely 2019 to have been bullied on school property than reported 201729% of gay or lbian youth and 31% of bisexual youth have been bullied on school property, pared to 17% of straight youth 29% of transgenr youth have attempted suici, pared to 7% of cisgenr youth 21% of gay and lbian youth and 22% of bisexual youth have attempted suici, pared to 7% of straight youthThe full YRBS rults n be found here.

For example, a Gallup poll of more than 12, 000 US adults (Jon, 2022), 21% of Generatn Z rponnts (born 1997–2003) self-intify as lbian, gay, bisexual, or transgenr (LGBT)—a rather high number pared to 11% of Millenials (born 1981–1996) and 4% of Generatn X rponnts (born 1965–1980). The sexual mory stunts benef om the safe spac—where stunts n eely be who they are whout fearg negative nsequenc of any kd—created by their teachers as studi monstrate lbian, gay, and bisexual stunts to be more vulnerable than heterosexual stunts to experience homo- and biphobic discrimatn, stigmatizatn, and victimizatn (Dunn et al., 2017; Gegenfurtner & Gebhardt, 2017; Smh & Reidy, 2021) which, ultimately, rc their amic achievement (Goldfarb & Lieberman, 2021; Kosciw et al., 2020).

To mimize the negative school experienc for sexual mory children and adolcents, is important to sensize pre-service teachers early their teachg reers and crease their attus toward the vulnerable groups of stunts bee, as rearch fdgs suggt, teachers wh posive attus toward lbian, gay, and bisexual stunts are more likely to create safe spac (Goldste-Schultz, 2022), prevent homophobic behavr (Glikman & Elkayam, 2019), rrect peer bullyg (Nappa et al., 2018), act as mentors (Gastic & Johnson, 2009), participate sexual diversy trag (Kwok, 2018), and implement LGBTQ-clive curricula their classrooms (Klocke et al., 2019; Page, 2017) than teachers wh homonegative attus. Followg the attu theory proposed by Eagly and Chaiken (2007), teacher attus toward lbian, gay, and bisexual youth n be fed as psychologil tennci that are exprsed by evaluatg lbian, gay, and bisexual stunts school wh some gree of favor or disfavor.

GAY AND LBIAN HIGH SCHOOL STUNTS REPORT ‘HEARTBREAKG’ LEVELS OF VLENCE

Eagly and Chaiken (2007) pos that attus n be short-term or long-term; while past experienc of an dividual wh a particular attu object (for example, wh gay or lbian stunts) n tablish a certa stable tenncy to rpond favorably or unfavorably to other gay or lbian stunts, the rpons are not necsarily temporally permanent—they n change as an dividual mak more experienc (for example, new social ntacts) which leave novel mental ridu that predispose how an dividual (a teacher) rponds to attu objects the future. For this purpose, survey-based rearch employs the feelg thermometer approach (Alw, 2007; Herek & McLemore, 2013), which measur overt affective feelgs toward an attu object (Eagly & Chaiken, 2007): Based on a symbolic thermometer, teachers numerilly exprs their favorable or unfavorable feelgs towards lbian, gay, and bisexual stunts, wh their attus rrpondg to temperatur. Comparg different target groups, Pettigrew and Tropp (2006) reported that the largt effect siz of rced prejudice emerged for sampl volvg ntact between heterosexuals and homosexuals, followed by ntact wh physilly disabled and ethnilly diverse people.

TEACHER ATTUS TOWARD LBIAN, GAY, AND BISEXUAL STUNTS: EVINCE FOR TERGROUP NTACT THEORY AND SENDARY TRANSFER EFFECTS

Posive relatns between tergroup ntact and rced sexual prejudice, posive attus, and equent rpons to homophobic bullyg school have also been documented wh teacher sampl om Germany (Klocke et al., 2019), Greece (Grigoropoulos, 2022), and Italy (Bac et al., 2020; Simone et al., 2022; Zotti et al., 2019). Studi that nsired sampl of US teachers found that teachers wh sexual mory iends have more favorable feelgs toward bisexual and homosexual stunts (Foy & Hodge, 2016; Stucky et al., 2020) and fay members (Foy & Hodge, 2016). To acunt for the different qualy of work ntacts, is specified here as someone one’s larger social work (for example, loose acquatanc at work or a socially distant neighbor), one’s close iendship circle (for example, a very good or a bt iend), or one’s fay (a lbian, gay, or bisexual siblg).

In ntrast to tergroup ntact theory, to date, sendary transfer effects have hardly been examed empirilly; the transfer effects of pre-service teachers’ tergroup ntact on their attus toward lbian, gay, and bisexual stunts rema unexplored. 3 Correlat of teacher attus toward lbian, gay, and bisexual stuntsIn addn to tergroup ntact, Herek and McLemore’s (2013) nceptual amework of sexual prejudice intifi a number of characteristics that fluence the directn and magnu of prejudice toward sexual mori. Ground this amework, past rearch on pre-service and -service teachers examed a seri of rrelat, cludg age, genr, sexual orientatn, hometown size, religsy, and polil, terms of age, Herek and McLemore (2013) speculated that sexual prejudice tends to bee “dysfunctnal if muny and peer group norms change such that exprsns of antigay attus evoke social rejectn rather than support” (p.

GAY, LBIAN AND BI MEDIL STUNTS REPORT WORSE EMOTNAL CLIMATE

Although seems plsible that (cisgenr heterosexual) men value bi- and homosexual dividuals to affirm their own masculy and heterosexualy (Herek & McLemore, 2013), a number of studi have reported nonsignifint genr differenc attus (Grigoropoulos, 2022; Hall & Rodgers, 2019; Stucky et al., 2020; Wyatt et al., 2008). The fdgs rrpond wh ample rearch evince beyond teacher populatns documentg greater levels of sexual prejudice and homonegative attus of heterosexual men pared to heterosexual women, particularly directed toward gay men (Herek, 2002; Klocke, prs; Petersen & Hy 2010).

(2020) reported higher levels of prejudice among heterosexual teachers than homosexual teachers, while Hall and Rodgers (2019) reported that sexual orientatn was a nonsignifint predictor of LGBQ teacher attus. Furthermore, heterosexual pared to LGB people show a greater need to reaffirm their masculy and their nformy to tradnal genr rol, which is associated wh more negative attus toward lbian, gay, and bisexual people (Herek, 2002; Herek & McLemore, 2013).

LBIAN, GAY, AND BISEXUAL LLEGE STUNT EXPERIENC: AN EXPLORATORY STUDY

A number of studi wh teachers workg Korea (Jeong, 2020), Brazil (Stucky et al., 2020), Italy (Bac et al., 2020), and the USA (Hall & Rodgers, 2019; Page, 2017) have reported that highly relig teachers have ls posive attus toward lbian and gay people, prumably bee homosexualy dispts and vlat the value systems and tradnal genr rol of certa relig nomatns.

Teachers who are polilly liberal and left-wg oriented have more favorable feelgs toward lbians and gays than teachers who are polilly nservative and right-wg oriented (Bac et al., 2020; Foy & Hodge, 2016; Hall & Rodgers, 2019; Heras-Sevilla & Ortega-Sánchez, 2020; Klocke et al., 2019), probably bee polilly nservative people value heteronormative genr rol and sexual relatns.

To this end, feelg thermometer sr obtaed om a sample of 989 pre-service teachers were ed to analyze the distributn and social, relig, polil, and mographic rrelat of attus toward lbian, gay, and bisexual stunts schools. Acrdgly, the differenc feelg thermometer sr obtaed om a sample of 406 pre-service teachers were analyzed to vtigate whether tergroup ntact is associated wh a sendary rctn of bi- or homonegative attus toward the nonntacted outgroup.

Hypothis 1 assumed that pre-service teachers wh lbian, gay, or bisexual dividuals their social work (Hypothis 1a), particularly as close iends (Hypothis 1b) or fay members (Hypothis 1c), would display more posive attus than pre-service teachers whout social ntact.

Hypothis 2 assumed that attus toward lbian, gay, and bisexual stunts would be more favorable among pre-service teachers who are of younger ag (Hypothis 2a), are female (Hypothis 2b), intify as bisexual or homosexual (Hypothis 2c), were raised an urban area (Hypothis 2d), are ls relig (Hypothis 2e), and are polilly left-wg oriented (Hypothis 2f). 2 Intergroup ntactTo measure social ntact, we asked the participatg pre-service teachers whether they were ntact wh lbian, gay, or bisexual people as acquatanc one’s larger social work, as close iends, or as fay members. ” was asked; the participants rpond based on a seven-pot sle: 1 = exclively heterosexual, 2 = predomantly heterosexual, 3 = rather heterosexual, 4 = bisexual, 5 = rather homosexual, 6 = predomantly homosexual, and 7 = exclively homosexual.

Overall, the 989 pre-service teachers’ ratgs dited that the pre-service teachers have posive attus toward homo- and bisexual children and adolcents at school, which were signifintly more posive than the theoretil mean of 50 (p <.