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Predictors of US teachers’ intervention in anti-lesbian, gay, bisexual, and transgender bullying and harassment

Predictors of US teachers’ intervention in anti-lesbian, gay, bisexual, and transgender bullying... This study examines how United States (US) teachers’ experiences and beliefs may be predictive of their intervention in anti-lesbian, gay, bisexual, and transgender (LGBT) bullying and harassment using a US national sample of teachers (N = 726) who completed an online survey. Results from regression analysis indicated that knowing LGBT people, awareness of general bullying and harassment, awareness of anti-LGBT bullying and harassment, and self-efficacy related to intervention in homophobic remarks were significant predictors of teachers’ frequency of intervention in homophobic remarks. Teachers’ sense of obligation to ensure safe schools for LGBT youth was not predictive of intervention. Implications for teacher education include: providing opportunities for exposure to LGBT people; raising awareness of anti-LGBT bullying and harassment; and building teachers’ skills to intervene in anti-LGBT behaviors. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Teaching Education Taylor & Francis

Predictors of US teachers’ intervention in anti-lesbian, gay, bisexual, and transgender bullying and harassment

Teaching Education , Volume 25 (4): 17 – Oct 2, 2014
17 pages

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References (54)

Publisher
Taylor & Francis
Copyright
© 2014 GLSEN, the Gay, Lesbian & Straight Education Network
ISSN
1470-1286
eISSN
1047-6210
DOI
10.1080/10476210.2014.920000
Publisher site
See Article on Publisher Site

Abstract

This study examines how United States (US) teachers’ experiences and beliefs may be predictive of their intervention in anti-lesbian, gay, bisexual, and transgender (LGBT) bullying and harassment using a US national sample of teachers (N = 726) who completed an online survey. Results from regression analysis indicated that knowing LGBT people, awareness of general bullying and harassment, awareness of anti-LGBT bullying and harassment, and self-efficacy related to intervention in homophobic remarks were significant predictors of teachers’ frequency of intervention in homophobic remarks. Teachers’ sense of obligation to ensure safe schools for LGBT youth was not predictive of intervention. Implications for teacher education include: providing opportunities for exposure to LGBT people; raising awareness of anti-LGBT bullying and harassment; and building teachers’ skills to intervene in anti-LGBT behaviors.

Journal

Teaching EducationTaylor & Francis

Published: Oct 2, 2014

Keywords: teacher education curriculum; teacher thinking and knowledge; teacher education policy

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