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Journal Article

Citation

Rinehart SJ, Espelage DL. Psychol. Violence 2016; 6(2): 213-222.

Copyright

(Copyright © 2016, American Psychological Association)

DOI

10.1037/a0039095

PMID

unavailable

Abstract

OBJECTIVE: Using multiinformant, multilevel modeling, this study examines the association between teacher/staff perceptions of school environment and student reports of homophobic name-calling and sexual harassment.

METHOD: Surveys were conducted with 1,447 teachers/staff and 3,616 6th grade students across 36 middle schools in the Midwest.

RESULTS: Bivariate associations revealed that when teachers perceive schools as committed to bullying prevention, students reported less homophobic name-calling perpetration, sexual harassment perpetration, and sexual harassment victimization. When adults reported positive staff/student interactions, students endorsed lower levels of homophobic name-calling perpetration and victimization and less sexual harassment perpetration. Higher teacher/staff reported gender equity was correlated with less homophobic name-calling perpetration and victimization and sexual harassment perpetration. In a model with all school environment scales entered together, school commitment to prevent bullying was associated with less sexual harassment perpetration; in addition, higher gender equity and intolerance of sexual harassment at the school level was associated with fewer experiences of homophobic name-calling perpetration and victimization and sexual harassment perpetration.

CONCLUSIONS: Efforts to address gendered harassment should include support from the school administration and professional development opportunities for all teachers and staff. Adults in the school should create a culture that is intolerant of sexual harassment and supports equality between the girls and boys in the school.

©2016 American Psychological Association


Language: en

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