Educators' Perceptions in Addressing Bullying of LGBTQ/Gender Nonconforming Youth

• NCJ Number: 245842
• Journal: Journal of School Violence Volume: 12 Issue: 1 Dated: 2013 Pages: 64-79
• Author(s): Evelyn R. Perez; G. Thomas Schanding Jr.; Tam K. Dao
• Date Published: 2013
• Length: 16 pages
• Publication Format: Article
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America

Annotation

This study investigated bullying behaviors and how experienced educators report their perceptions of seriousness, their likelihood to intervene, and their level of empathy when victims are lesbian, gay, bisexual, transgender youth.

Abstract

This study investigated bullying behaviors and how experienced educators report their perceptions of seriousness, their likelihood to intervene, and their level of empathy when victims are lesbian, gay, bisexual, transgender, questioning (LGBTQ) or gender nonconforming (GN) youth. Educators were surveyed regarding their perceptions of bullying behaviors, rating bullying of LGBTQ/GN or non-LGBTQ/GN youth. Three two-way ANOVAs investigating the main effects and interaction of group membership (LGBTQ/GN and non-LGBTQ/GN) and type of bullying (verbal, physical, and relational) upon educators' perceived seriousness, likelihood to intervene, and level of empathy toward victims. A significant interaction was detected regarding group membership and physical bullying regarding all three dependent variables, with educators rating physical bullying of LGBTQ/GN youth as slightly less serious, having less empathy, and less likely to intervene in those situations compared to verbal and relational bullying. Strengths, limitations, and future directions are discussed. Abstract published by arrangement with Taylor and Francis.