LGBT Discrimination on Campus and Heterosexual Bystanders: Understanding Intentions to Intervene
LGBT Discrimination on Campus and Heterosexual Bystanders: Understanding Intentions to Intervene
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校园 LGBT 歧视和异性恋旁观者：了解干预意图
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
M. Woodford
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文献类型：
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作者：
Adrienne B. Dessel;Kevin D. Goodman;M. Woodford
在大学校园里，针对女同性恋、男同性恋、双性恋和变性人(LGBT)学生的歧视现象时有发生。旁观者干预在支持目标学生和改善LGBT学生的校园氛围方面非常重要。同伴熟悉性情境(即，旁观者在情境中认识谁)可以在旁观者干预中发挥作用，但研究人员尚未探索关于LGBT歧视的特定同伴熟悉性情境中旁观者干预的性质。使用假设的小插曲，我们考察了异性恋学生(n=1616)在4种同伴熟悉的情境中干预的意图，即当旁观者不认识任何人时，只有目击者或目标，只有犯罪者，或所有人。我们探讨了学生的输入(社会人口统计、自尊、对LGBT人群的态度和政治意识形态)和经验(LGBT社会联系、LGBT和社会正义课程内容，以及感知和体验的校园氛围)对他们干预这些背景的意图的作用。多元回归结果表明，在所有同伴熟知的情境中，年龄较大、自尊较高、有LGBT朋友、选修有社会公正内容的课程以及肯定对LGBT的态度与较高的干预意图独立相关。男性比女性更有可能在不认识任何人的情况下进行干预，而女性更有可能在所有其他情况下进行干预。种族/民族、宗教信仰、目睹异性恋者的骚扰、LGBT学生对校园气氛的看法以及学生的地位在特定的同龄人环境中是显著的。提出了促进旁观者干预和未来研究的建议。
Discrimination targeting lesbian, gay, bisexual, and transgender (LGBT) students on college campuses occurs. Bystander intervention is important in supporting targeted students and improving campus climate for LGBT students. Peer-familiarity context (i.e., who the bystander knows in the situation) can play a role in bystander intervention, but researchers have not explored the nature of bystander intervention in specific peer-familiarity contexts concerning LGBT discrimination. Using hypothetical vignettes, we examine heterosexual students’ (n = 1616) intention to intervene across 4 peer-familiarity contexts, namely, when the bystander knows no one, only witnesses or targets, only perpetrator, or everyone. We explore the role of student inputs (sociodemographics, self-esteem, attitudes toward LGBT people and political ideology) and experiences (LGBT social contacts, LGBT and social justice course content, and perceived and experienced campus climate) on their intentions to intervene in these contexts. Multiple regression results suggest that across all peer-familiarity contexts, being older, having higher self-esteem, having LGBT friends, taking courses with social justice content, and affirming attitudes toward LGBT people were independently associated with higher intentions to intervene. Males were more likely than females to intervene when they knew no one, while females were more likely to intervene in all other contexts. Race/ethnicity, religious affiliation, witnessing heterosexist harassment, perceptions of campus climate for LGBT students, and student standing were significant in particular peer contexts. Recommendations to promote bystander intervention and future research are presented.