Hayes, Benjamin;
Buckingham, Elizabeth;
(2024)
Understanding school staff responses to LGBTQ+ discrimination in UK secondary schools.
Journal of LGBT Youth
10.1080/19361653.2024.2375762.
(In press).
Preview |
Text
Hayes_Understanding school staff responses to LGBTQ+ discrimination in UK secondary schools_AOP.pdf Download (3MB) | Preview |
Abstract
Lesbian, gay, bisexual, trans, queer and questioning (LGBTQ+) pupils report that school staff do not intervene when they are witnessing discrimination and more than half of pupils did not feel they had someone to talk to about their identity or discrimination. This study explores the responses of secondary school staff to LGBTQ+ discrimination in schools in the UK. An online Integrated Behavioral Model (IBM) questionnaire was developed using an elicitation study, and subsequently completed by 119 participants. The model predicted 37% of the variance in intention to intervene and 32% of the variance in the extent to which school staff report intervening in LGBTQ+ discrimination. Experiential attitudes, perceived control and self-efficacy were significant predictors of intention to intervene in LGBTQ+ discrimination. This provides support for the utility of the model. The implications of the study are explored.
Archive Staff Only
 |
View Item |
