The bullying phenomenon has been simplified and studied primarily from a psychological perspective. In this study, the phenomenon of bullying was examined by analyzing the joint influence of sociocultural factors such as gender stereotypes, sexism, and attitudes toward sexual and cultural diversity on bullying participation as a bully and a bully follower. Participants were 1,165 Spanish and Portuguese adolescents with a mean age of 14.64 years. The hierarchical linear regression model reveals that bullies are less expressive and more instrumental, they hold more hostile sexist and less benevolent sexist attitudes, more negative attitudes toward homosexuality and more positive ones toward lesbianism, as well as more negative behavior toward gender nonconforming people, and more negative attitudes toward cultural diversity. With the exception of expressiveness and negative attitudes toward cultural diversity, these variables also explain participation as a bully follower. Implications for the development of educational policies and practices of bullying prevention are discussed.

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Objectification of the female body is generating much research. Nevertheless, this has revealed little about whether women’s evaluations depend on the level of psychological intimacy with the perpetrator of that objectification. Intimacy theory predicts that objectifying comments would seem more acceptable coming from a close partner, especially for sexist women. The present study begins to fill these gaps by analyzing responses from 301 heterosexual/bisexual adult women in the United States (Mage = 37.02, range = 18–72) to appearance and sexual body comments made by four different male perpetrators: strangers, colleagues, friends, or partners. Measures assessed women’s perceptions of objectification, as well as reported enjoyment of these comments. As long as they were not negative, comments from heterosexual partners were perceived as the least objectifying and enjoyed the most; comments from colleagues, strangers, and friends were linked with greater objectification and less enjoyment. Additionally, sexist attitudes toward men and women—but more clearly toward men—linked with objectification and enjoyment. Future research directions and practical implications are discussed.

ResumenEste estudio pretende analizar el interés situacional y personal hacia la Física, establecer en qué medida ambos resultan afectados por dos estrategias docentes (ofrecer posibilidades de elección en clase y explicitar la relevancia de los contenidos) y determinar el grado en que estrategias e interés influyen sobre la implicación, la desafección y el rendimiento. Participaron 430 estudiantes de segundo curso del Bachillerato científico-tecnológico (52.4% chicas). Los modelos de ecuaciones estructurales confirman las hipótesis: el interés personal y el situacional se ven potenciados por estas dos estrategias docentes; además, ambos tipos de interés y las estrategias favorecieron la implicación y el rendimiento académico, protegiendo a los alumnos frente a la desafección. Los efectos mediados entre las variables evaluadas también fueron significativos.Palabras clave: Interés personal y situacional, posibilitar la elección, promover la relevancia, implicación académica, desafección. AbstractThis study aims to analyze situational and personal interest in Physics, to establish how both are affected by two instructional strategies (provide choice opportunities and explicit the relevance of contents), and to determine how strategies and interest influence on engagement, disaffection, and performance. Participants were 430 students from second grade of the scientific-technologic baccalaureate (52.4% girls). Structural equation models corroborated the hypotheses: situational and personal interest where improved by these two instructional strategies; furthermore, both modalities of interest and teaching strategies enhanced engagement and performance, protecting students from disaffection. Mediated effects between assessed variables were also significant.

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Bullying is a severe public health problem, and bystanders’ reactions are a key variable in its perpetration and maintenance. This study aimed to assess the level of secondary victimization of bullying victims as a function of the student’s sex and the victim’s category (nonnormative vs. normative) in three experimental conditions (feminine, masculine, and ethnicity) from a socioecological perspective. Specifically, two dimensions of secondary victimization were evaluated: avoidance and devaluation/blaming of the victim. A sequence of mixed-design ANOVAs was performed with a sample of 553 Spanish (53.3%) and Portuguese (46.7%) students, aged between 14 and 19 years. Results show that nonnormative victims, those who transgress feminine and masculine gender stereotypes, and those who belong to a minority ethnic group (gypsies) are avoided more than normative victims; and that boys perpetrate more secondary victimization than girls. These results reveal the situation of vulnerability suffered by adolescents who transgress the gender norm as well as those who belong to minority ethnic groups, and highlight that the motivations concealed by the secondary victimization of bullying victims originate in the group processes of identity construction and categorization that configure the boundaries of “legitimacy” and are strongly influenced by social beliefs about normative and nonnormative identities. This socioecological approach could guide prevention strategies, so generic antibullying policies that do not explicitly address biases about gender, sexual, and cultural identity can be overcome to reduce the high levels of stigma occurring in the schools through critical and culturally responsive pedagogy.

The current study aims to examine the influence of personality traits (alternative Zuckerman model) and driving anger in the explanation of risky driving style in individuals convicted for road safety offences (N = 245), using as a basis an adaptation of the context-mediated model. This is a transversal, descriptive study designed to be implemented by means of surveys, in which took part 245 men convicted of road safety offences from five prisons in Galicia (a region in northwestern Spain) took part. The average age of the participants was 38.73 years (Sx-9.61), with a range between 18 and 64 years. All participants had three or more years of driving experience. Our data shows that the Impulsive-Sensation Seeking (Imp-SS) personality trait had a direct and positive effect on dangerous driving, while the Activity (Act) trait had a direct but negative effect. The Aggression-Hostility (Agg-Host) trait, in turn, influenced the risky driving style, but not directly, but by raising driving anger levels, so it acted as a powerful mediator between the Aggression-Hostility (Agg-Hos) trait and the risky driving style. In general, our research partially replicates and expands previous findings regarding the model used, the aggression-hostility personality trait (Agg-Host) was placed in the distal context, driving anger in the proximal context, while age and personality traits Activity (Act) and Impulsive-Sensation Seeking (Imp-SS) were direct predictors. The results of this study may have practical implications for the detection and rehabilitation of offenders and penalties for road safety offences.

BACKGROUND: This study examined the combined influence of gender variables (specifically gender stereotypes, sexism, and genderism/transphobia) as well as racism/xenophobia and attitudes toward bullying roles on gender-bashing. METHODS:A trans-cultural sample of 2410 Spanish and Portuguese students participated in the study (mean age = 15.13).Structural equation modeling and multiple group analyses were used to examine the relationships among variables. RESULTS:The model revealed a good fit with the data for the whole sample. Results showed that instrumentality, hostile sexism, genderism/transphobia, racism/xenophobia, and positive attitudes toward the bully were positively correlated with genderbashing. An inverse pattern was also observed: expressiveness, benevolent sexism, and positive attitudes toward the defender were negatively correlated with gender-bashing. Overall, the eight variables explained 48% of the variance of gender-bashing. Structural relationships among the assessed constructs were equivalent for girls and boys, and for Spain and Portugal. CONCLUSIONS:These results reveal the need to implement inclusive educational policies to improve school health, which promote expressiveness, egalitarian attitudes, and sexual and cultural diversity. Keywords: adolescent health; gender-bashing; heterosexual matrix; racism/xenophobia; attitudes toward bullying roles; safe and inclusive schools.Citation: Carrera-Fernández MV, Cid-Fernández XM, Almeida A, Fernández AG, Castro YR. Gender-bashing in adolescents: structural relations with heterosexual matrix, racism/xenophobia and attitudes toward bullying.