Homophobia and heterosexism: Spanish physical education teachers’ perceptions

Piedra, Joaquín; Macías, Gonzalo Ramírez; Ríes, Francis; Sánchez, Augusto Rembrandt Rodríguez; Phipps, Catherine

doi:10.1080/17430437.2015.1096257

Cited by 29 publications

(31 citation statements)

References 44 publications

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“…In relation to attitudes toward homosexuals, as indicated by Pérez-Testor et al (2010), few studies address this issue in teachers, with slightly more frequent research with students from the Faculties of Education: future teachers, social educators, pedagogues and teachers of secondary, high school, professional training or language teaching (Piedra et al, 2013;Penna Tosso and Mateos Casado, 2014;Penna Tosso, 2015;Penna Tosso and Sánchez Sáinz, 2015;Robles-Reina et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Sexist and Prejudiced Attitudes Toward Homosexuality in Spanish Future Teachers: Analysis of Related Variables

Sevilla

Sánchez

2020

Front. Psychol.

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Discrimination and inequality on the basis of gender and sexual diversity remain prevalent in today's society (Beck et al., 2010; Dispenza et al., 2012; Dugan et al., 2012; Barrientos and Cárdenas, 2013). These situations of exclusion and rejection show the need to train individuals and organizations in the prevention of violence, harassment and inequality (Kattari et al., 2018). Teacher training, both initial and ongoing, is a fundamental axis of action, and consequently, the study of the opinions and beliefs of students and teachers on these issues. This research, therefore, analyses the sexist and prejudiced attitudes toward homosexuality of future teachers in the Spanish educational system. The sample of this research is made up of 452 students in the Degree in Primary Education Teaching and in the Master's Degree in Compulsory Secondary Education, Upper Secondary Education, Vocational Training and Language Teaching (MUPES) with an average age of 24.74 (SD = 6.51). For the collection of information, a questionnaire was used consisting of questions on sociodemographic and cultural aspects, the Inventory of Ambivalent Sexism (ASI) by Glick and Fiske (1996) validated in Spanish by Expósito et al. (1998), and the Scale of Attitudes of Heterosexuals toward Homosexuals (HATH) by Larsen et al. (1980), validated in Spanish by Barrientos and Cárdenas (2010). The main results include the presence of significant differences (p < 0.01) in the levels of ambivalent sexism (hostile and benevolent) and in the maintenance of negative attitudes toward homosexuality according to sex and political ideology.

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Section: Discussionmentioning

confidence: 99%

Evaluation of Sexist and Prejudiced Attitudes Toward Homosexuality in Spanish Future Teachers: Analysis of Related Variables

Sevilla

Sánchez

2020

Front. Psychol.

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“…Curiosamente, estas etiquetas homofóbicas han sido atribuidas anteriormente a las mujeres. En la actualidad, como indican diversos autores (GILL et al, 2010;PIEDRA et al, 2016;RIBEIRO, 2016), los hombres que no son atléticos y heterosexuales son excluidos y las mujeres que son fuertes y atléticas son consideradas lesbianas y no femeninas. Por consiguiente, toda persona que rompa el binarismo asociado a la coherencia sexo/género y que no corresponda con una atracción heterosexual puede verse ridiculizada y perjudicada por conductas e insultos homofóbicos, tanto en España (PIEDRA et al, 2013), en Portugal (SILVA; JAEGER; VALDIVIA-MORAL, 2018), en Reino Unido (EDWARDS; BROWN; SMITH, 2016), en Estados Unidos (GILL et al, 2010) o en Brasil (PRADO, 2017).…”

Section: Heteronormatividad Y Heterosexismo Imperanteunclassified

“…En varios de los estudios de esta revisión se indica que la mayoría de los participantes no fueron objeto de comentarios homofóbicos ni heterosexistas por parte de otros estudiantes o profesores (PIEDRA et al, 2013; SILVA; JAEGER; VALDIVIA-MORAL, 2018) o de sus estudiantes o profesores colegas (PIEDRA et al, 2016). Es posible que esto se deba, a la gran cantidad de participantes heterosexuales en las muestras en comparación con los no heterosexuales.…”

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“…Finalmente, se destaca en el profesorado de EF la preocupación que muestran por hacer frente a la discriminación en sus clases (BESERRA; BRITO; RIBEIRO, 2019; EDWARDS; BROWN; SMITH, 2016; PIEDRA; RAMÍREZ-MACÍAS; LATORRE, 2014;PIEDRA et al, 2016). El colectivo de profesorado parece estar interesado en cambiar la discriminación y desigualdad mediante la creación de espacios seguros, la eliminación de comportamientos homofóbicos y la concienciación de ello entre el alumnado.…”

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La Homofobia en La Educacion Fisica Escolar: Una Revisión Sistemática

Sáenz-Macana

Devís‐Devís

2020

Movimento

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A Educação Física (EF) é uma das disciplinas escolares que mais promove um ambiente hostil e marginal para os homossexuais. Este trabalho visa analisar artigos empíricos sobre crenças, atitudes e comportamentos homofóbicos presentes na EF Escolar por meio de uma revisão sistemática. Além de vários aspectos bibliométricos de interesse, quatro grandes temas emergiram da análise: 1) heteronormatividade e heterossexualismo predominante; 2) existência de homopositividade; 3) homonegatividade atenuada; e 4) propostas de ação. Essas questões são discutidas em detalhes e conclui-se que, apesar das melhorias, a homofobia ainda é generalizada. Além disso, há a necessidade de investigar a homofobia com amostras variadas e uma diversidade de métodos porque ainda há muito a aprender, seja sobre variáveis ou em diferentes contextos pessoais, sociais e ambientais.

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“…Joaqium Piedra, Gonzalo Ramírez-Macías, Francis Ries, Augusto R. Rodríguez-Sánchez and Catherine Phipps (2015) open this section with their essay 'Homophobia and heterosexism: Spanish Physical Education teachers' perceptions' . Piedra et al note that PE is often thought of as a heteronormative environment, despite current studies highlighting the existence of positive changes in sport towards sexual diversity.…”

Section: Section 2: Integration In Pe and Youth Sportmentioning

confidence: 99%

The promises and pitfalls of sex integration in sport and physical culture

et al. 2015

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Scholars working in the academic field of sport studies have long debated the relationship between modern sport and gender (e.g. Hargreaves 1994; Hargreaves and Anderson 2014;Lenskyj 1986;Messner 2002). Within this body of work, modern sport forms -along with a great diversity of related activities, including dance, fitness training and physical education -have consistently been shown to carry meanings relative to the structures of gender prevailing in the wider social settings within which they take place, with patterns of participation and consumption clearly mapping onto gendered ideals. However, rather than simply mirroring such social norms, research suggests that many sporting practices were invented or have been purposefully developed in order to train young men and women in socially approved gender behaviours to begin with (Cahn 1994;Hargreaves 1994;Theberge 2000). Thus, much of contemporary physical culture finds its roots in the process which scholars describe as the 'social construction of gender'; in other words, doing sports and other activities in gender-differentiated ways has long been a means of producing and maintaining difference in the lives of men and women, girls and boys.Considering that such gender patterns are almost always implicated in structures of power (Lenskyj 1990;Roth and Basow 2004), then this purposeful division of the sexes becomes an important topic for scholars interested in the (re)production of inequality. For instance, feminist researchers have consistently argued that the institution of competitive sport has played a key role in symbolically validating male privilege (Messner 1988;Theberge 2000). Despite the fact that not all men enjoy participating in sports, the abilities of the male athlete nevertheless lend ideological support to the notion that 'real' men are brave, competitive, disciplined and physically strong -qualities highly valued and often associated with positions of power in wider social life. Concurrently, the exclusion of women from many high-profile sporting competitions throughout much of the twentieth century preserved sport as a symbolic space for celebrating men's embodiment of these 'masculine' virtues, while the tendency to stigmatize and ridicule female athletes when they did enter the 'male' sporting arena helped prevent them from effectively challenging the legitimacy of men's symbolic ownership of sport and its requisite qualities. 1While this historical narrative of sport as a 'male preserve' (Dunning 1986) has appeared widely throughout the vast body of scholarship on gender and physical culture, so too has there been a consistent fascination with the possibility for challenging or subverting male privilege within these exact same sites where it is otherwise seen to be produced and maintained. Principally, these arguments arise from research on women's participation in a range of sports and related activities. Here, there is compelling evidence of the potential for individual women to feel 'empowered' through the embodied experiences sport pr...

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Homophobia and heterosexism: Spanish physical education teachers’ perceptions

Cited by 29 publications

References 44 publications

Evaluation of Sexist and Prejudiced Attitudes Toward Homosexuality in Spanish Future Teachers: Analysis of Related Variables

Evaluation of Sexist and Prejudiced Attitudes Toward Homosexuality in Spanish Future Teachers: Analysis of Related Variables

La Homofobia en La Educacion Fisica Escolar: Una Revisión Sistemática

The promises and pitfalls of sex integration in sport and physical culture

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