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.
Recommended Citation
Slater, Evan David, "Predicting teachers' awareness of and interventions in classroom episodes of gender-based bullying : individual and systems factors" (2011). Legacy Theses & Dissertations (2009 - 2024). 458.
https://scholarsarchive.library.albany.edu/legacy-etd/458