Katz Jennifer, Federici Dillon, Brown Dominique
Department of Psychology, SUNY Geneseo, Geneseo, New York, USA.
Department of Counseling Psychology, Oklahoma State University, Stillwater, Oklahoma, USA.
J Homosex. 2022 May 12;69(6):947-966. doi: 10.1080/00918369.2021.1898804. Epub 2021 Mar 29.
Individuals perceived to be LGBTQ+ are at risk for harassment. Although bystanders who confront harassers and support targets of harassment may promote inclusivity, the use of humor to express antigay harassment may inhibit prosocial bystander intervention. Non-LGBTQ+ undergraduates ( = 326) were randomly assigned to respond to a scenario in which a male peer disparaged another peer with antigay comments involving either the presence or absence of humor. Results showed that bystanders reported less intent to intervene in the presence of humor than in its absence. Bystander gender moderated perceptions of humorous harassing speech but not intent to intervene. In the presence of humor, men but not women perceived antigay harassment as more amusing; they also perceived the harassing peer more favorably. To promote ally behavior, bystander education may explicitly address critical thinking about the functions and effects of disparaging humor.
被认为是 LGBTQ+ 的个体面临着遭受骚扰的风险。尽管对抗骚扰者并支持骚扰目标的旁观者可能会促进包容性，但使用幽默来表达反同性恋骚扰可能会抑制旁观者的亲社会干预行为。非 LGBTQ+ 的本科生（n = 326）被随机分配去回应一个场景，在该场景中，一名男性同龄人用涉及有无幽默的反同性恋言论诋毁另一名同龄人。结果显示，与没有幽默的情况相比，旁观者报告在有幽默的情况下干预的意愿更低。旁观者的性别调节了对幽默骚扰性言论的认知，但没有调节干预意愿。在有幽默的情况下，男性而非女性认为反同性恋骚扰更有趣；他们也对实施骚扰的同龄人看法更积极。为了促进盟友行为，旁观者教育可能需要明确解决对诋毁性幽默的功能和影响进行批判性思考的问题。
