Educational Psychology, The Graduate Center, City University of New York (CUNY), New York, New York, USA.
Educational and Community Programs, Queens College, City University of New York (CUNY), Flushing, New York, USA.
J Community Psychol. 2021 Aug;49(6):2023-2039. doi: 10.1002/jcop.22546. Epub 2021 Mar 5.
The present study is one of few to investigate both anti-trans discrimination and anti-trans prejudice. It examined four individual factors (religiosity; political beliefs; affiliation with LGBTQ [lesbian, gay, bisexual, transgender, and queer] people; gender role beliefs) through a lens of hetero-cis-normativity to understand their association with anti-trans attitudes and reported behaviors. Using a sample of 302 cisgender college students from across the United States, hierarchical multiple regressions on bootstrap samples were used to analyze how these factors are associated with anti-trans attitudes and behaviors. More liberal political beliefs, affiliation with more LGBTQ friends and family members, and less traditional gender role beliefs were related to more positive attitudes toward transgender people. Less traditional gender role beliefs and more positive attitudes were associated with more positive reported behaviors toward transgender individuals. Interventions designed to challenge traditional gender role beliefs and approximate affiliation with LGBTQ persons may be most effective to reduce pervasive hetero-cis-normative prejudice and discrimination within schools.
本研究是少数几项同时调查反跨性别歧视和反跨性别偏见的研究之一。它通过异性恋规范的视角，研究了宗教信仰、政治信仰、与 LGBTQ（女同性恋、男同性恋、双性恋、跨性别和酷儿）人群的关系以及性别角色信仰这四个个体因素，以了解它们与反跨性别态度和行为报告之间的关联。本研究使用了来自美国各地的 302 名顺性别大学生的样本，通过自举样本的分层多元回归分析了这些因素与反跨性别态度和行为的关联。更自由的政治信仰、与更多 LGBTQ 朋友和家庭成员的关系以及较少传统的性别角色信仰与对跨性别者更积极的态度相关。较少传统的性别角色信仰和更积极的态度与对跨性别个体更积极的报告行为相关。旨在挑战传统性别角色信仰并接近与 LGBTQ 人群的关系的干预措施可能最有效地减少学校内普遍存在的异性恋规范偏见和歧视。
