理解教师对学校中性别与性取向污名化行为的反应。
Understanding Teachers' Responses to Enactments of Sexual and Gender Stigma at School.
作者信息
Collier Kate L, Bos Henny M W, Sandfort Theo G M
机构信息
Division of Gender, Sexuality, & Health and HIV Center for Clinical and Behavioral Studies, New York State Psychiatric Institute & Columbia University, 1051 Riverside Drive, Unit 15, New York, NY, 10032, USA.
Research Institute of Child Development and Education, Faculty of Social and Behavioral Sciences, University of Amsterdam, P.O. Box 94208, 1090 GE Amsterdam, the Netherlands.
出版信息
Teach Teach Educ. 2015 May;48:34-43. doi: 10.1016/j.tate.2015.02.002. Epub 2015 Feb 20.
Although teachers may be in a position to address enactments of sexual and gender stigma among their students, little is known about their motivations to intervene in such situations. We surveyed secondary school teachers in the Netherlands, assessing how beliefs, norms, and self-efficacy were related to their intentions to intervene in two hypothetical situations that involved bullying of lesbian/gay or gender non-conforming students. We found significantly stronger intentions to intervene among teachers who were more confident in their abilities to intervene successfully and who had stronger beliefs that intervening in the situation would produce a positive outcome.
尽管教师可能有能力解决学生中出现的性与性别歧视行为，但对于他们在这种情况下进行干预的动机却知之甚少。我们对荷兰的中学教师进行了调查，评估信念、规范和自我效能感如何与他们在两种假设情境下的干预意图相关，这两种情境涉及对女同性恋/男同性恋或性别不一致学生的欺凌行为。我们发现，那些对自己成功干预的能力更有信心，并且更坚信干预这种情况会产生积极结果的教师，其干预意图明显更强。
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