Swipe om te navigeren naar een ander artikel
To counter homophobic behavior in schools, research is needed on heterosexual youth who act as allies to lesbian, gay, bisexual, and transgender (LGBT) youth by engaging in LGBT-affirming behavior (e.g., voicing support, engaging in advocacy, countering homophobia). Among 624 heterosexual high school students (M age = 16.11; 53 % female; 88 % white), this study found that critical thinking, self-reflection, lower sexual prejudice, having more LGBT friends, and having sexual orientation-based discussions with peers were associated with engaging in more LGBT-affirming behavior. Several factors moderated the association between having sexual orientation-based discussions and LGBT-affirming behavior: the association was stronger among youth who described the tone of these discussions as more positive, who more often used positive problem-solving strategies, and who reported low sexual prejudice. The degree to which conversations were challenging did not moderate this association. Finally, having LGBT friends was more strongly associated with affirming behavior for youth who felt more connected and had more sexual orientation-based discussions with these friends. The findings underscore the need for research to identify other factors that prompt heterosexual youth to act as allies to LGBT youth.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Aberson, C. L., & Haag, S. C. (2007). Contact, perspective taking, and anxiety as predictors of stereotype endorsement, explicit attitudes, and implicit attitudes. Group Processes and Intergroup Relations, 10, 179–201. CrossRef
Aboud, F. E. (1988). Children and prejudice. New York, NY: Blackwell.
Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage.
Allport, G. W. (1954). The nature of prejudice. Cambridge, MA: Perseus Books.
Berndt, T. J. (2002). Friendship quality and social development. Current Directions in Psychological Science, 11, 7–10. CrossRef
Bigler, R. S., & Liben, L. S. (2006). A developmental intergroup theory of social stereotypes and prejudice. In R. Kail (Ed.), Advances in child development and behavior (Vol. 34, pp. 39–89). New York, NY: Academic Press.
Bigler, R. S., & Wright, Y. F. (2014). Reading, writing, arithmetic, and racism? Risks and benefits to teaching children about intergroup biases. Child Development Perspectives, 8, 18–23. CrossRef
Birkett, M., & Espelage, D. L. (2015). Homophobic name-calling, peer groups, and masculinity: The socialization of homophobic behavior in adolescents. Social Development, 24, 184–205. CrossRef
Broido, E. M. (2000). The development of social justice allies during college: A phenomenological investigation. Journal of College Student Development, 41, 3–18.
Collins, W. A., & Steinberg, L. (2008). Adolescent development in interpersonal context. In N. Eisenberg, W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 3, social, emotional, and personality development (6th ed., pp. 1003–1067). Hoboken, NJ: Wiley.
Costa, P. T, Jr., & McCrea, R. R. (1992). Revised NEO Personality Inventory (NEO PI-R) and NEO Five-Factor Inventory (NEO-FFI) professional manual. Odessa, FL: Psychological Assessment Resources.
Dessel, A., & Rogge, M. E. (2008). Evaluation of intergroup dialogue: A review of the empirical literature. Conflict Resolution Quarterly, 26, 199–238. CrossRef
Duhigg, J. M., Rostosky, S. S., Gray, B. E., & Wimsatt, M. K. (2010). Development of heterosexuals into allies: A qualitative exploration. Sexuality Research and Social Policy, 7, 2–14. CrossRef
Eder, D., & Nenga, S. K. (2003). Socialization in adolescence. In J. Delamater (Ed.), Handbook of social psychology (pp. 157–182). New York: Kluewer Academic.
Erikson, E. (1968). Identity, youth and crisis. New York: Norton.
Fingerhut, A. W. (2011). Straight allies: What predicts heterosexuals’ alliance with the LGBT community? Journal of Applied Social Psychology, 41, 2230–2248. CrossRef
Forsberg, C., Thornberg, R., & Samuelsson, M. (2014). Bystanders to bullying: Fourth- to seventh-grade students’ perspectives on their reactions. Research Papers in Education, 29, 557–576. CrossRef
Goldberg, L. R. (1999). A broad-bandwidth, public-domain, personality inventory measuring the lower-level facets of several five-factor models. In I. Mervielde, I. J. Deary, F. De Fruyt, & F. Ostendorf (Eds.), Personality psychology in Europe (Vol. 7, pp. 7–28). Tilburg: Tilburg University Press.
Goldberg, L. R., Johnson, J. A., Eber, H. W., Hogan, R., Ashton, M. C., Cloninger, C. R., & Gough, H. G. (2006). The international personality item pool and the future of public-domain personality measures. Journal of Research in Personality, 40, 84–96. CrossRef
Goldstein, S. B., & Davis, D. S. (2010). Heterosexual allies: A descriptive profile. Equity and Excellence in Education, 43, 478–494. CrossRef
Goodman, D. J. (2001). Promoting diversity and social justice: Educating people from privileged groups. Thousand Oaks, CA: Sage.
Gough, H. G., & Bradley, P. (1996). CPI manual (3rd ed.). Palo Alto, CA: Consulting Psychologists Press.
Herek, G. M. (2000). The psychology of sexual prejudice. Current Directions in Psychological Science, 9, 19–22. CrossRef
Horn, S. S. (2006). Heterosexual adolescents’ attitudes and beliefs about homosexuality and gay and lesbian peers. Cognitive Development, 21, 420–440. CrossRef
Kurdek, L. A. (1994). Conflict resolution styles in gay, lesbian, heterosexual nonparent, and heterosexual parent couples. Journal of Marriage and the Family, 56, 705–722. CrossRef
Laursen, B., Finkelstein, B. D., & Betts, N. T. (2001). A developmental meta-analysis of peer conflict resolution. Developmental Review, 21, 423–449. CrossRef
Montgomery, S. A., & Stewart, A. J. (2012). Privileged allies in lesbian and gay rights activism: Gender, generation, and resistance to heteronormativity. Journal of Social Issues, 68, 162–177. CrossRef
Munoz-Plaza, C., Quinn, S. C., & Rounds, K. A. (2002). Lesbian, gay, bisexual, and transgender students: Perceived social support in the high school environment. The High School Journal, 85, 52–63. CrossRef
Nagda, B. A. (2006). Breaking barriers, crossing borders, building bridges: Communication processes in intergroup dialogue. Journal of Social Issues, 62, 553–576. CrossRef
Nagda, B. A., & Zuniga, X. (2003). Fostering meaningful racial engagement through intergroup dialogues. Group Processes and Intergroup Relations, 6, 111–128. CrossRef
Nesdale, D. (2001). Development of prejudice in children. In M. Augostinos & K. Reynolds (Eds.), Understanding prejudice, racism, and social conflict (pp. 57–72). London: Sage. CrossRef
Pascoe, C. J. (2007). Dude, you’re a fag: Masculinity and sexuality in high school. Los Angeles, CA: University of California Press.
Pettigrew, T. F., & Tropp, L. R. (2008). How does intergroup contact reduce prejudice? Meta-analytic tests of three mediators. European Journal of Social Psychology, 38, 922–934. CrossRef
Pittinsky, T. L., Rosenthal, S. A., & Montoya, R. M. (2011). Measuring positive attitudes toward outgroups: Development and validation of the Allophilia Scale. In L. R. Tropp & R. K. Mallett (Eds.), Moving beyond prejudice reduction: Pathways to positive intergroup relations (pp. 41–60). Washington, DC: American Psychological Association. CrossRef
Rivers, I. (2011). Homophobic bullying: Research and theoretical perspectives. New York, NY: Oxford University Press. CrossRef
Russell, S. T., Kosciw, J., Horn, S., & Saewyc, E. (2010). Safe schools policy for LGBTQ students. Society for Research in Child Development Social Policy Report, 24(4), 3–17.
Sauter, F. M., Heyne, D., Blöte, A. W., van Widenfelt, B. M., & Westenberg, P. M. (2010). Assessing therapy-relevant cognitive capacities in young people: Development and psychometric evaluation of the self-reflection and insight scale for youth. Behavioural and Cognitive Psychotherapy, 38, 303–317. PubMedCrossRef
Sorensen, N., Nagda, B. A., Gurin, P., & Maxwell, K. E. (2009). Taking a “hands on” approach to diversity in higher education: A critical-dialogic model for effective intergroup interaction. Analyses of Social Issues and Public Policy, 9, 3–35. CrossRef
Turiel, E. (2006). The development of morality. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology, Volume 3: Social, emotional, and personality development (6th ed., pp. 789–895). New York: Wiley.
Veenstra, R., Dijkstra, J. K., Steglich, C., & Van Zalk, M. H. W. (2013). Network–behavior dynamics. Journal of Research on Adolescence, 23, 399–412. CrossRef
Vescio, T. K., Sechrist, G. B., & Paolucci, M. P. (2003). Perspective taking and prejudice reduction: The mediational role of empathy arousal and situational attributions. European Journal of Social Psychology, 33, 455–472. CrossRef
- Individual Psychological Factors and Complex Interpersonal Conditions that Predict LGBT-Affirming Behavior
V. Paul Poteat
- Springer US