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Gender, Ethnicity, Religiosity, and Same-sex Sexual Attraction and the Acceptance of Same-sex Sexuality and Gender Non-conformity

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Abstract

This study explored the role of gender, ethnicity, religiosity, and sexual attraction in adolescents’ acceptance of same-sex sexuality and gender non-conformity. Using an intersectionality perspective, we also tested whether the effects of gender, ethnicity, and religiosity on adolescents’ attitudes would function differently in adolescents with and without same-sex attractions. Data for this study were collected by means of a paper questionnaire completed by 1,518 secondary school students (mean age = 14.56 years, SD = 1.05) in Amsterdam, the Netherlands. The sample was 48.1% female and 51.9% male. Approximately one third of adolescents in the sample were of a non-Western ethnic background (32.3%, n = 491) and 7.5% of the participants (n = 114) reported experiencing same-sex attractions. Results of our analyses showed that adolescents in our sample who were male, of non-Western ethnicity, and who were more religious (as indicated by frequency of religious service attendance), were less accepting of same-sex sexuality and gender non-conformity in comparison to female, Western and less religious peers. We also found a significant interaction effect between religiosity and sexual attractions, but only in relation to evaluation of same-sex attracted, gender non-conforming females. The negative effect of religiosity on acceptance of same-sex attracted, gender non-conforming females was stronger among those adolescents who reported same-sex attractions.

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Acknowledgement

The preparation of this manuscript was supported by NIMH center grant P30-MH43520 (P.I.: Anke A. Ehrhardt, Ph.D.) to the HIV Center for Clinical and Behavioral Studies.

We are grateful to the schools and students who participated in this study and to the University of Amsterdam research assistants who managed the data collection, including Sandy Klaver, Marleen Korf, Merel Maassen, Marijke Metselaar, Yessica Ortega Luna, and Desiree Weijers. Thanks are also due to Michael DeSalvo for assistance with manuscript preparation.

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Correspondence to Kate L. Collier.

Appendix

Appendix

Questions assessing ethnicity, religiosity, and sexual attraction, and scale items measuring acceptance of male and female same-sex sexuality and gender non-conformity

Ethnicity

  1. 1.

    In welk land is je moeder geboren?(1 = Nederland, 2 = Ander land, namelijk .....)

    In which country was your mother born?(1 = The Netherlands, 2 = Other country, namely .....)

  2. 2.

    In welk land is je vader geboren?(1 = Nederland, 2 = Ander land, namelijk .....)

    In which country was your father born?(1 = The Netherlands, 2 = Other country, namely .....)

Religiosity

  1. 1.

    Hoe vaak ga jij naar de kerk, moskee, synagogue, etc?(1 = nooit, 8 = meerdere keren per dag)

    How often do you attend church, mosque, synagogue, etc.?(1 = never, 8 = several times a day)

Sexual attraction

  1. 1.

    Sommige jongeren voelen zich wel eens aangetrokken tot iemand van hetzelfde geslacht. Heb jij wel eens romantische en/of seksuele gevoelens voor iemand van hetzelfde geslacht?(1 = helemaal niet, 5 = erg vaak)

    Some young people sometimes feel attracted to someone of the same sex. Do you sometimes feel romantically or sexually attracted to someone of your own sex?(1 = not at all, 5 = very often)

Acceptance of male same-sex sexuality and gender non-conformity

  1. 1.

    Daan is een leerling die in de eindexamen klas van de middelbare school zit. In zijn vrije tijd voetbalt Daan. Daan valt op jongens. Hij ziet eruit als de meeste andere jongens op school: hij kleedt en gedraagt zich zoals de meeste andere jongens op school. In hoeverre zou jij Daan accepteren? Ik zou hem: ..... (1 = helemaal niet accepteren, 5 = helemaal accepteren)

    Daan is a senior in high school. In his spare time Daan plays soccer. Daan is attracted to boys. He looks like most other boys at school and he dresses and behaves like most other boys at his school. To what extent would you accept him? I would: (1 = not accept him at all, 5 = completely accept him)

  2. 2.

    Mark is een leerling die in de eindexamen klas van de middelbare school zit. In zijn vrije tijd voetbalt Daan. Mark valt op jongens. Hij ziet er anders uit als de andere jongens op school: hij kleedt en gedraagt zich niet zoals de meeste andere jongens op school. Mark gedraagt zich vrouwelijk, besteedt veel tijd aan zijn uiterlijk en maakt zich soms op. Ik zou hem: ..... (1 = helemaal niet accepteren, 5 = helemaal accepteren)

    Mark is a senior in high school. In his spare time Mark plays soccer. Mark is attracted to boys. He looks different than the other boys at school: he dresses and behaves unlike most other boys at school. Mark behaves like a female, spends much time on his appearance and sometimes wears make-up. To what extent would you accept him? I would: (1 = not accept him at all, 5 = completely accept him)

  3. 3.

    Ruben is een leerling die in de eindexamenklas zit van de middelbare school. In zijn vrije tijd zit Ruben op ballet. Ruben valt op jongens. Hij ziet eruit als de meeste jongens op school: hij kleedt en gedraagt zich zoals de meeste andere jongens op school.

    Ruben is a senior in high school. In his free time Ruben dances ballet. Ruben is attracted to boys. He looks like most other boys at school and he dresses and behaves like most other boys at his school. To what extent would you accept him? I would: (1 = not accept him at all, 5 = completely accept him)

Acceptance of female same-sex sexuality and gender non-conformity

  1. 1.

    Julia is een leerling in de eindexamenklas van de middelbare school. In haar vrije tijd volleybalt Julia. Julia valt op meisjes. Zij ziet eruit als de meeste ander meisjes op school: zij kleedt en gedraagt zich zoals de meeste andere meisjes op school.

    Julia is a senior in high school. In her free time Julia plays volleyball. Julia is attracted to girls. She looks like most other girls at school and she dresses and behaves like most other girls at her school. To what extent would you accept her? I would: (1 = not accept her at all, 5 = completely accept her)

  2. 2.

    Lieke is een leerling in de eindexamenklas van de middelbare school. In haar vrije tijd volleybalt Lieke. Lieke valt op meisjes. Zij ziet er anders uit als de meeste ander meisjes op school: zij kleedt en gedraagt zich niet zoals de meeste andere meisjes op school. Lieke gedraagt zich namelijk mannelijk, heeft kort haar en maakt zich nooit op.

    Lieke is a senior in high school. In her free time Lieke plays volleyball. Lieke is attracted to girls. She looks different than the other girls at school: she dresses and behaves unlike most other girls at school. Lieke behaves like a male, has short hair and never wears make-up. To what extent would you accept her? I would: (1 = not accept her at all, 5 = completely accept her)

  3. 3.

    Sanne is een leerling in de eindexamenklas van de middelbare school. In haar vrije tijd zit Sanne op American Football. Sanne valt op meisjes. Zij ziet eruit als de meeste andere meisjes op school: zij kleedt en gedraagt zich zoals de meeste andere meisjes op school.

    Sanne is a senior in high school. In her free time Sanne plays football. Sanne is attracted to girls. She looks like most other girls at school and she dresses and behaves like most other girls at her school. To what extent would you accept her? I would: (1 = not accept her at all, 5 = completely accept her)

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Collier, K.L., Bos, H.M.W., Merry, M.S. et al. Gender, Ethnicity, Religiosity, and Same-sex Sexual Attraction and the Acceptance of Same-sex Sexuality and Gender Non-conformity. Sex Roles 68, 724–737 (2013). https://doi.org/10.1007/s11199-012-0135-5

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