Factors associated with teachers discussing and intervening against homophobic language
| Autor: | V. Paul Poteat, Kyrre Breivik, Hilde Slaatten |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
Injury control
education 05 social sciences 050301 education Human factors and ergonomics Poison control Norwegian Suicide prevention Occupational safety and health language.human_language Education Intervention (counseling) Injury prevention language 0501 psychology and cognitive sciences Psychology 0503 education 050104 developmental & child psychology Clinical psychology |
| Zdroj: | Teaching and Teacher Education. 77:31-42 |
| ISSN: | 0742-051X |
| Popis: | Students report that teachers often do not intervene against homophobic language. Among 283 teachers in 16 Norwegian schools, several factors distinguished which teachers reported more consistently intervening and more frequently discussing homophobic language with students. Women, but not men, who more strongly believed that homophobic language should not be allowed and who believed it was harmful reported more consistent intervention. Women and men who reported greater self-efficacy to intervene reported more consistent intervention. In a second model, teachers who reported receiving education on homophobic bullying and who reported greater self-efficacy to intervene more frequently discussed homophobic language with students. |
| Databáze: | OpenAIRE |
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