Understanding teachers' responses to enactments of sexual and gender stigma at school
Understanding teachers' responses to enactments of sexual and gender stigma at school
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DOI：
10.1016/j.tate.2015.02.002
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发表时间：
2015-05-01
影响因子：
3.9
通讯作者：
Sandfort, Theo G. M.
中科院分区：
文献类型：
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作者：
Collier, Kate L.;Bos, Henny M. W.;Sandfort, Theo G. M.
尽管教师可能能够解决学生中存在的性和性别耻辱问题，但人们对他们干预此类情况的动机却知之甚少。我们对荷兰的中学教师进行了调查，评估了信仰、规范和自我效能与他们干预两种涉及欺凌女同性恋/男同性恋或性别不合格学生的假设情况的意图之间的关系。我们发现，对自己成功干预的能力更有信心并且更相信干预情况会产生积极结果的教师的干预意愿明显更强。 (C) 2015 Elsevier Ltd. 保留所有权利。
Although teachers may be in a position to address enactments of sexual and gender stigma among their students, little is known about their motivations to intervene in such situations. We surveyed secondary school teachers in the Netherlands, assessing how beliefs, norms, and self-efficacy were related to their intentions to intervene in two hypothetical situations that involved bullying of lesbian/gay or gender non-conforming students. We found significantly stronger intentions to intervene among teachers who were more confident in their abilities to intervene successfully and who had stronger beliefs that intervening in the situation would produce a positive outcome. (C) 2015 Elsevier Ltd. All rights reserved.