Effects of Homophobic versus Nonhomophobic Victimization on School Commitment and the Moderating Effect of Teacher Attitudes in Brazilian Public Schools

Autor/inn/en	Alexander, Mandi M.; Santo, Jonathan B.; Da Cunha, Josafa; Weber, Lidia; Russell, Stephen T.
Titel	Effects of Homophobic versus Nonhomophobic Victimization on School Commitment and the Moderating Effect of Teacher Attitudes in Brazilian Public Schools
Quelle	In: Journal of LGBT Youth, 8 (2011) 4, S.289-308 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1936-1653
DOI	10.1080/19361653.2011.607317
Schlagwörter	Public Schools; Structural Equation Models; Foreign Countries; Teacher Attitudes; Victims of Crime; Principals; Social Attitudes; Social Bias; Adolescents; Preadolescents; Bullying; Peer Relationship; Teacher Role; Academic Persistence; Prevention; Brazil + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Ausland; Lehrerverhalten; Victim; Victims; Crime; Opfer; Verbrechen; Principal; Schulleiter; Social attidude; Soziale Einstellung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Pre-adolescence; Präadoleszenz; Mobbing; Peer-Beziehungen; Lehrerrolle; Prävention; Vorbeugung; Brasilien
Abstract	This study investigated homophobic victimization, teacher support, and school commitment in Brazilian schools. Participants were 339 students, ages 11 to 18 years old, in two public schools in Brazil. Data were obtained using the Brazil Preventing School Harassment Survey. Structural equation modeling revealed that both homophobic and nonhomophobic victimization were negatively related to school commitment but that homophobic victimization was a stronger predictor. Results supported the hypothesis that supportive teachers can moderate the relationship between victimization and school commitment. Finally, the moderating effect of teacher support was stronger in instances of frequent homophobic victimization. (Contains 2 tables and 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10