Heterosexual students’ accounts of teachers as perpetrators<i>and</i>recipients of homophobia

Allen, Louisa

doi:10.1080/19361653.2019.1643272

Cited by 11 publications

(7 citation statements)

References 42 publications

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“…The indication of the current findings that Gender Self‐Acceptance is beneficially associated with stress linked to teacher‐student interactions provides further support for the exploration of pedagogies and practices that create gender identity‐safe schools (see Fleming et al, 2007; Steele & Cohn‐Vargas, 2013; Ullman, 2017) to grow students' self‐acceptance of unique gender identities. In New Zealand, this appears even more urgent where not only peers but teachers could threaten gender‐identity safety for adolescents at school (Allen, 2019). It appeared then, within a society described as gender essentialist (see Cushman, 2008), that for the current cohort of New Zealand adolescents students’ acceptance of their self‐defined gender was revealed to be associated with critical aspects of school stress in ways that could be considered beneficial.…”

Section: Discussionmentioning

confidence: 99%

“…The question arises, however as to implications of compromised well‐being for students whose acceptance of their gendered self is not supported. Implications for lack of acceptance of non‐normative gender identities in New Zealand adolescents (Allen, 2019) were mental health issues, for example, depression (Wisdom et al, 2007), and such implications have been intensified for gender‐diverse youth (Poteat et al, 2014). Adaptive associations have been found between well‐being and scholastic outcomes (Huebner et al, 2014), and mental health (Fergusson et al, 2015), and have been foundational for successful futures (Byrne et al, 2007).…”

Section: Discussionmentioning

confidence: 99%

“…Indeed, intolerance of diverse gender identities is present in New Zealand schools (Allen, 2019; Ferguson, 2004; Rout, 1997). Moreover, for gender‐ and sexuality‐minority students and staff New Zealand secondary schools have been considered unsafe (Hemi & Mortlock, 2017), and this scenario has been notably amplified for gender minority as compared to sexuality minority students (Fenaughty, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Gender self‐confidence, scholastic stress, life satisfaction, and perceived academic achievement for adolescent New Zealanders

Watson

Sotardi

Park

et al. 2021

Journal of Adolescence

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Introduction: Conidence in one's gender self-concept has been positively associated with subjective well-being. Further, negative consequences for school life have occurred for adolescents with marginalised gender identities. As a central process variable of subjective well-being, life satisfaction has been positively associated with educational outcomes and inversely associated with stress. Stress, life satisfaction, and academic achievement have been examined in terms of gender, but less is known about their relationship with gender self-concept. Importantly, gender self-concept has been rendered especially vulnerable in adolescence-a time when social selfconcept and life satisfaction are reportedly lower than in childhood. Method: The current study was conducted with adolescents (N = 1601) from seven secondary schools comprising a range of socioeconomic backgrounds and ethnicities, in two major New Zealand metropolitan centres. Data were collected via self-report survey. After checking the validity of each measurement model by using conirmatory factor analysis, structural equation modelling was performed to explore associations between aspects of gender self-concept, stress, life satisfaction (LS), and perceived academic achievement (PAA). Results: Gender self-deinition (GSD; one's self-deinition of one's own gender identity) was associated positively with stress, and negatively with perceived academic achievement. Gender self-acceptance (GSA; contentment with one's self-deined gender identity) was negatively associated with stress, and positively associated with LS. Both gender self-acceptance and LS were associated positively with PAA. Two stressors mediated the relationship between LS and both GSD and GSA. Conclusion: Implications are suggested for fostering gender-identity safe school environments for adolescents to ensure positive wellbeing and scholastic outcomes.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Gender self‐confidence, scholastic stress, life satisfaction, and perceived academic achievement for adolescent New Zealanders

Watson

Sotardi

Park

et al. 2021

Journal of Adolescence

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“…Homophobia [23,24] It is the rejection, discrimination and/or constant hatred of heterosexual people towards homosexual people or belonging to the LGTBI+ community due to their sexual orientation and/or gender identity.…”

Section: Types Of School Bullying Boosters Definitionmentioning

confidence: 99%

Storytelling as a School Awareness Tool Against Bullying

Cusman-Barriga,

Gallardo-Echenique

2023

Atlantis Highlights in Social Sciences, Education and Humanities

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Bullying has been present in society and it has been defined as intentionally aggressive and abusive interpersonal behaviour, carried out repetitively by a group of people against a person who becomes the victim. This study is positioned in a phenomenological paradigm to analyse school bullying. Semi-structured interviews were conducted with 16 students in their seventh year of secondary education at a private university in Lima, Peru. This study aimed to identify the types of school bullying perceived by students in the campaign 'Voces contra el bullying (Voices against bullying)'. The results of the study indicate that the participants were able to identify the types of bullying depicted in the spot, including the physical, verbal and psychological bullying, which were conveyed through the lyrics of the song and the scenes. The findings indicate that storytelling is important in social campaigns to produce awareness among the audience. Finally, the study defined the promoters of school bullying and its types in Peruvian society.

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“…Issues covered include teacher expectations, learning environments, mathematics education, emerging readers, supporting Māori and Pasifika learners, science and technology education, and complexities in highly-transient contexts. As Aotearoa New Zealand classrooms become increasingly multicultural and diverse, knowledge of pedagogies that are responsive to a range of young people is vital (see Allen, 2020;Bishop, 2019;Webber, 2024). Such understanding is core in enhancing successful classroom climates (see Rubie-Davies, 2015), a fundamental tenet of positive school communities.Further, in recent years, the global discipline of educational psychology has shifted from studying isolated beliefs and practices, including how these are manifested in educational settings, to understanding human learning in situ, and the role of psychological beliefs in shaping complex social systems (i.e., mind-in-context).…”

mentioning

confidence: 99%

Improving Classroom Practice: Lessons from Psychology

Alansari,

Watson,

Rubie-Davies

2024

NZ J Educ Stud

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Heterosexual students’ accounts of teachers as perpetratorsandrecipients of homophobia

Cited by 11 publications

References 42 publications

Gender self‐confidence, scholastic stress, life satisfaction, and perceived academic achievement for adolescent New Zealanders

Gender self‐confidence, scholastic stress, life satisfaction, and perceived academic achievement for adolescent New Zealanders

Storytelling as a School Awareness Tool Against Bullying

Improving Classroom Practice: Lessons from Psychology

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