Effects of Homophobic versus Nonhomophobic Victimization on School Commitment and the Moderating Effect of Teacher Attitudes in Brazilian Public Schools

Mandi M. Alexander; Jonathan B. Santo; Josafá da Cunha; Lidia Weber; Stephen T. Russell

doi:10.1080/19361653.2011.607317

Effects of Homophobic versus Nonhomophobic Victimization on School Commitment and the Moderating Effect of Teacher Attitudes in Brazilian Public Schools

Mandi M. Alexander, Jonathan B. Santo, Josafá da Cunha, Lidia Weber, Stephen T. Russell

Family and Consumer Sciences, School of

Research output: Contribution to journal › Article › peer-review

15 Scopus citations

Abstract

This study investigated homophobic victimization, teacher support, and school commitment in Brazilian schools. Participants were 339 students, ages 11 to 18 years old, in two public schools in Brazil. Data were obtained using the Brazil Preventing School Harassment Survey. Structural equation modeling revealed that both homophobic and nonhomophobic victimization were negatively related to school commitment but that homophobic victimization was a stronger predictor. Results supported the hypothesis that supportive teachers can moderate the relationship between victimization and school commitment. Finally, the moderating effect of teacher support was stronger in instances of frequent homophobic victimization.

Original language	English (US)
Pages (from-to)	289-308
Number of pages	20
Journal	Journal of LGBT Youth
Volume	8
Issue number	4
DOIs	https://doi.org/10.1080/19361653.2011.607317
State	Published - Oct 2011

Keywords

Adolescents
Brazil
harassment
homophobia
school commitment
teacher attitudes
victimization
violence

ASJC Scopus subject areas

Gender Studies
Education

Access to Document

10.1080/19361653.2011.607317

Cite this

@article{69f68b2d52964e32a253ffa665491aa3,

title = "Effects of Homophobic versus Nonhomophobic Victimization on School Commitment and the Moderating Effect of Teacher Attitudes in Brazilian Public Schools",

abstract = "This study investigated homophobic victimization, teacher support, and school commitment in Brazilian schools. Participants were 339 students, ages 11 to 18 years old, in two public schools in Brazil. Data were obtained using the Brazil Preventing School Harassment Survey. Structural equation modeling revealed that both homophobic and nonhomophobic victimization were negatively related to school commitment but that homophobic victimization was a stronger predictor. Results supported the hypothesis that supportive teachers can moderate the relationship between victimization and school commitment. Finally, the moderating effect of teacher support was stronger in instances of frequent homophobic victimization.",

keywords = "Adolescents, Brazil, harassment, homophobia, school commitment, teacher attitudes, victimization, violence",

author = "Alexander, {Mandi M.} and Santo, {Jonathan B.} and {da Cunha}, Josaf{\'a} and Lidia Weber and Russell, {Stephen T.}",

year = "2011",

month = oct,

doi = "10.1080/19361653.2011.607317",

language = "English (US)",

volume = "8",

pages = "289--308",

journal = "Journal of LGBT Youth",

issn = "1936-1653",

publisher = "Routledge",

number = "4",

}

TY - JOUR

T1 - Effects of Homophobic versus Nonhomophobic Victimization on School Commitment and the Moderating Effect of Teacher Attitudes in Brazilian Public Schools

AU - Alexander, Mandi M.

AU - Santo, Jonathan B.

AU - da Cunha, Josafá

AU - Weber, Lidia

AU - Russell, Stephen T.

PY - 2011/10

Y1 - 2011/10

N2 - This study investigated homophobic victimization, teacher support, and school commitment in Brazilian schools. Participants were 339 students, ages 11 to 18 years old, in two public schools in Brazil. Data were obtained using the Brazil Preventing School Harassment Survey. Structural equation modeling revealed that both homophobic and nonhomophobic victimization were negatively related to school commitment but that homophobic victimization was a stronger predictor. Results supported the hypothesis that supportive teachers can moderate the relationship between victimization and school commitment. Finally, the moderating effect of teacher support was stronger in instances of frequent homophobic victimization.

AB - This study investigated homophobic victimization, teacher support, and school commitment in Brazilian schools. Participants were 339 students, ages 11 to 18 years old, in two public schools in Brazil. Data were obtained using the Brazil Preventing School Harassment Survey. Structural equation modeling revealed that both homophobic and nonhomophobic victimization were negatively related to school commitment but that homophobic victimization was a stronger predictor. Results supported the hypothesis that supportive teachers can moderate the relationship between victimization and school commitment. Finally, the moderating effect of teacher support was stronger in instances of frequent homophobic victimization.

KW - Adolescents

KW - Brazil

KW - harassment

KW - homophobia

KW - school commitment

KW - teacher attitudes

KW - victimization

KW - violence

UR - http://www.scopus.com/inward/record.url?scp=84859417132&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84859417132&partnerID=8YFLogxK

U2 - 10.1080/19361653.2011.607317

DO - 10.1080/19361653.2011.607317

M3 - Article

AN - SCOPUS:84859417132

SN - 1936-1653

VL - 8

SP - 289

EP - 308

JO - Journal of LGBT Youth

JF - Journal of LGBT Youth

IS - 4

ER -

Effects of Homophobic versus Nonhomophobic Victimization on School Commitment and the Moderating Effect of Teacher Attitudes in Brazilian Public Schools

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this