Date of Award

1-1-2011

Language

English

Document Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

College/School/Department

Department of Educational and Counseling Psychology

Program

School Psychology

Content Description

1 online resource (ix, 176 pages) : illustrations (some color), color map

Dissertation/Thesis Chair

Amanda B. Nickerson

Committee Members

Stacy A. Williams, Marcus Crede

Keywords

bullying, intervene, LGBT, prevention, teacher, witness, Bullying in schools, Sex discrimination, Harassment in schools, Sexual harassment in education, Heterosexism, Homophobia

Subject Categories

Educational Psychology | Education Policy | Psychology

Abstract

Gender-based bullying (GBB) includes threatening behaviors based on gender/gender-role expectations, verbal/physical harassment, unwanted sexual attention and coercion, insults, intimidation, and assaults based on sexual orientation. In this study, 342 teachers completed an online survey to identify which variables predicted their rates of witnessing and intervening in GBB. Individual variables included teacher rates of homophobia and heterosexism. Systems variables included teachers' fear of angry backlash for reporting GBB, the comprehensiveness of districts' safe school policies (SSP), the timeliness of districts' responses to reports of GBB, and the consistency of administrative responses. Also included were the number of district trainings concerning their local SSPs, effective classroom management, LGBT sensitivity, in addition to the frequency of training opportunities in teacher graduate programs addressing these issues.

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