Citation

Collier KL, Bos HMW, Sandfort TGM. Teach. Teach. Educ. 2015; 48: 34-43.

Affiliation

Division of Gender, Sexuality, & Health and HIV Center for Clinical and Behavioral Studies, New York State Psychiatric Institute & Columbia University, 1051 Riverside Drive, Unit 15, New York, NY, 10032, USA.

Copyright

(Copyright © 2015, Elsevier Publishing)

DOI

10.1016/j.tate.2015.02.002

PMID

31485098

PMCID

PMC6726432

Abstract

Although teachers may be in a position to address enactments of sexual and gender stigma among their students, little is known about their motivations to intervene in such situations. We surveyed secondary school teachers in the Netherlands, assessing how beliefs, norms, and self-efficacy were related to their intentions to intervene in two hypothetical situations that involved bullying of lesbian/gay or gender non-conforming students. We found significantly stronger intentions to intervene among teachers who were more confident in their abilities to intervene successfully and who had stronger beliefs that intervening in the situation would produce a positive outcome.

Language: en

Keywords

Bullying; Gender expression; School safety; Sexual orientation; Teacher attitudes