Citation

Berger C, Poteat VP, Dantas J. J. School Violence 2019; 18(1): 107-120.

Copyright

(Copyright © 2019, Informa - Taylor and Francis Group)

DOI

10.1080/15388220.2017.1387134

PMID

unavailable

Abstract

Empowering students to report peer victimization is a major part of bullying intervention. Nevertheless, although bullying often can be discriminatory (e.g., homophobic), there remains limited attention to how issues of diversity relate to students reporting their victimization experiences. Among 572 students in four Chilean high schools, we tested a model in which multiple factors predicted students' consistency of reporting victimization. Students who perceived having a sexual orientation/gender identity-specific antibullying policy reported less frequently hearing teachers or staff make homophobic comments, and students who perceived having a general antibullying policy reported that teachers and staff more frequently intervened against homophobic behavior. In turn, hearing teachers and staff make fewer homophobic comments and seeing them more frequently correct homophobic behavior related to students reporting stronger trust in their teachers and staff. Finally, stronger trust in teachers and staff was associated with more consistently reporting victimization experiences.

Language: en

Keywords

antibullying policies; bisexual youth; Bullying; gay; lesbian; teacher relationships