‘I Am the Hate that Dare Not Speak its Name’: Dealing with homophobia in secondary schools

Adams, Natasha; Cox, Tamsin; Dunstan, Laura

doi:10.1080/0266736042000251826

Cited by 41 publications

(27 citation statements)

References 3 publications

(2 reference statements)

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“…Victims of bullying are often portrayed as loners (Adams, Cox, & Dunstan, 2004;Dupper & Meyer-Adams, 2002;Smith, Talamelli, Cowie, Naylor, & Chauhan, 2004). This was not found in this study.…”

Section: Friendship In Schooling Spacescontrasting

confidence: 75%

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Invisible Difference in Space: The Role of Different Spaces in Homophobic Bullying in Schools

Roberts¹

2008

Journal of LGBT Youth

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Section: Friendship In Schooling Spacescontrasting

confidence: 75%

“…According to recent studies (Chambers, Ticknell, & van Loost, 2004;Adams, Cox, & Dunstan, 2004) although teachers identified homophobic bullying as a serious problem (albeit addressed inadequately), it is not always taken as seriously as other forms of bullying by teachers as it is often seen as a "natural" reaction of young men.…”

Section: Journal Of Lgbt Youthmentioning

confidence: 96%

Invisible Difference in Space: The Role of Different Spaces in Homophobic Bullying in Schools

Roberts¹

2008

Journal of LGBT Youth

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“…Este resultado é consonante com a literatura, que alerta para o comprometimento do desenvolvimento e da saúde global das vítimas (Adams et al, 2004;Meyer, 2010;Swearer et al, 2008;Zinner et al, 2012), para a angústia psicológica (Swearer et al, 2008), para os sintomas de depressão, ansiedade, stresse e para a diminuição do vínculo à escola (Poteat & Espelage, 2007).…”

Section: Discussionunclassified

“…Ao nível do género (Poteat & Espelage, 2007) mostram que, para os rapazes, ser vítima de bullying homofóbico pode predizer fortes sintomas de depressão, ansiedade, stresse e diminuição do sentimento de ligação à instituição escolar, não sendo uma situação tão ameaçadora para o self nas raparigas. Relativamente às vítimas gays e lésbicas, observou-se que 40% das vítimas tentaram o suicídio (Adams, Cox, & Dunstan, 2004).…”

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Generic and Homophobic Bullying in School Context

Costa¹,

Pinto²,

Pereira³

et al. 2015

Psychol. Community Health

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ResumoObjetivo: Tendo em conta a reduzida literatura sobre o bullying homofóbico em Portugal, os objetivos deste estudo foram descrever a sua prevalência, comparativamente ao bullying genérico, na perspetiva das vítimas; comparar as diferenças de género e compreender a relação entre o bullying homofóbico e os sentimentos de infelicidade e humilhação e a denúncia por parte das vítimas. Método: Participaram 171 (7º ano), 160 (8º) e 156 (9º) alunos (52.0% feminino e 48.0% masculino), entre os 11 e os 17 anos, aos quais foi aplicado um questionário de autorrelato em formato digital, avaliando-se: género, vitimação, sentimentos infelicidade/humilhação e denúncia. Resultados: Um total de 33.0% dos alunos foram vítimas de bullying genérico, maioritariamente no 8º ano. Rapazes e raparigas registaram índices de vitimação semelhantes. Quanto ao bullying homofóbico, a prevalência aumentou do 7º para o 9º ano e os rapazes apresentaram maior frequência de vitimação comparativamente às raparigas, havendo diferenças estatisticamente significativas no 9º ano. À medida que as situações de vitimação homofóbica aumentam, maior foi o sentimento de infelicidade e humilhação nas vítimas e maior a denúncia. Conclusão: Estes dados reforçam a necessidade de ações e programas de prevenção nas escolas, enquadrados numa perspetiva sistémica, privilegiando a intervenção dos observadores de situações de bullying. Palavras-Chave: bullying, crianças, longitudinal, vítimas, género, homofobia AbstractAim: Given the little scientific information about homophobic bullying in Portugal, the purpose of this study was to assess its prevalence, in comparison to generic bullying, from the perspective of the victims; to compare differences related to gender and to understand the association between homophobic bullying and feelings of unhappiness and humiliation and victim's reporting. Method: A total of 171 (7th grade), 160 (8th) and 156 (9th) students (52.0% female/48.0% male), between 11 and 17 years old, completed a self-report questionnaire in digital format, assessing: gender, victimization, feelings of unhappiness and humiliation and victim's reporting. Results: Of these students 33.0% were victims of bullying, mostly in the 8th grade. Boys and girls were equally likely to be victims. On the other hand, homophobic bullying situations in school increased from the 7th to the 9th grade and male students were more frequently bullied than females, showing statistically significant differences in the 9th grade. The more frequent the homophobic bullying episodes became, the greater the feelings of unhappiness and humiliation and more frequent the reporting. Conclusion: These findings strengthen the need to promote actions and programs aiming at prevention in schools, from a systemic perspective, emphasizing the intervention of observers of bullying episodes.

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“…This diversion from social bias was addressed partially by Adams, Cox, and Dunstan (2004) suggesting the proactive involvement of EPs to combat implicit bullying. More importantly, Robertson and Monsen (2001) suggested that EPs, as members of society, may also hold cultural bias towards heterosexism and suggested accountability for EPs in acting in this area at different systems levels.…”

Section: Sexuality Diversity and Educational Psychologistsmentioning

confidence: 99%

Educational psychologists’ constructions of sexuality and the implications for practice

Marks

2012

Educational Psychology in Practice

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Despite an underlying inclusion agenda, sexuality equality remains a low priority in education. Review of literature suggests the marginalization of sexual minority young people (SMYP) in schools. This study explores educational psychologists' (EPs') constructions of sexuality and the implications for practice. Discursive psychology was used to analyse semi-structured interview data from seven EPs. Multiple and context-dependent constructions of sexuality emerged from the study. The research suggested that participants oriented to the need to maintain a non-prejudiced position and managed tensions of accountability using rhetorical strategies and interpretive repertoires. Conclusions centre on the need for reflexive practice to challenge taken for granted assumptions regarding sexuality in education and psychology communities.

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‘I Am the Hate that Dare Not Speak its Name’: Dealing with homophobia in secondary schools

Cited by 41 publications

References 3 publications

Invisible Difference in Space: The Role of Different Spaces in Homophobic Bullying in Schools

Invisible Difference in Space: The Role of Different Spaces in Homophobic Bullying in Schools

Generic and Homophobic Bullying in School Context

Educational psychologists’ constructions of sexuality and the implications for practice

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