Simons Jack D, Kudrnáč Aleš, Kepic Marci, Smetáčková Irena, Hall Timothy McCajor
Counseling, Mercy University, Dobbs Ferry, New York, USA.
Psychology of Faculty of Education, Charles University, Prague, Czech Republic.
Sex Gend Divers Soc Serv. 2025;37(1):94-115. doi: 10.1080/29933021.2024.2413550. Epub 2024 Nov 21.
Greater numbers of youth in Czech schools identify as sexual and gender minorities (SGM). This is occurring in a highly homogenous country that has a history of tolerance, yet limited guidelines exist on how to support these increasingly more visible communities. This provides a unique environment to examine how, when, and why educators advocate for SGM youth in the Czech Republic, and it sets the stage for more research. In this study, 114 teachers working in Czech schools completed a survey about when they intervened and facilitated discussions in response to homo-negativity and trans-negativity (i.e., verbal prejudice). Regression models showed that intervention and discussion were significantly positively related to teachers' self-efficacy to advocate for SGM youth. Additionally, educator training and attitudes were related to initiating classroom discussions about managing the consequences of verbal bullying.
捷克学校中有越来越多的年轻人认同自己为性少数群体和性别少数群体（SGM）。这种情况发生在一个高度同质化且有宽容历史的国家，但在如何支持这些日益凸显的群体方面，指导方针却很有限。这提供了一个独特的环境，可用于研究在捷克共和国，教育工作者如何、何时以及为何倡导支持SGM青年，并且为更多研究奠定了基础。在本研究中，114名在捷克学校工作的教师完成了一项关于他们何时进行干预并促成讨论以应对对同性恋和跨性别者的负面态度（即言语偏见）的调查。回归模型表明，干预和讨论与教师支持SGM青年的自我效能感显著正相关。此外，教育工作者的培训和态度与发起关于应对言语欺凌后果的课堂讨论有关。
