Willingness to Remain Friends and Attend School with Lesbian and Gay Peers: Relational Expressions of Prejudice among Heterosexual Youth

Autor/inn/en	Poteat, V. Paul; Espelage, Dorothy L.; Koenig, Brian K.
Titel	Willingness to Remain Friends and Attend School with Lesbian and Gay Peers: Relational Expressions of Prejudice among Heterosexual Youth
Quelle	In: Journal of Youth and Adolescence, 38 (2009) 7, S.952-962 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-009-9416-x
Schlagwörter	Intervention; Aggression; Females; Homosexuality; Friendship; Social Attitudes; Social Bias; Peer Relationship; Middle School Students; High School Students; Racial Factors; Student Diversity; Consciousness Raising; Minority Groups; School Culture + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Homosexualität; Freundschaft; Social attidude; Soziale Einstellung; Peer-Beziehungen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Bewusstseinsbildung; Ethnische Minderheit; Schulkultur; Schulleben
Abstract	In this study, heterosexual students' willingness to remain friends with peers who disclose that they are gay or lesbian and their willingness to attend schools that include gay and lesbian students were examined among two large middle school and high school samples (Sample 1: n = 20,509; 50.7% girls; Sample 2: n = 16,917; 50.2% girls). Boys were less willing than girls to remain friends or attend schools with gay and lesbian peers, as were students in earlier grades than were students in later grades. Further, there was small, yet significant, variability in these scores across schools. Greater racial diversity within the school partially accounted for this school-level variability; students in more racially diverse schools reported greater willingness to remain friends and attend school with gay and lesbian peers. Findings suggest that while intervention programs must continue to address blatant and overt physical aggression against sexual minority youth, there is also a significant need for programming to address the more subtle expressions of sexual prejudice that contribute to unwelcoming and unsafe school climates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10