Citation

Carrera-Fernández MV, Cid-Fernández XM, Almeida A, González-Fernández A, Rodriguez Castro Y. J. Sch. Health 2019; 89(7): 536-548.

Affiliation

University of Vigo, Faculty of Educational Sciences, Avda. Castelao, 32004 Ourense, Spain.

Copyright

(Copyright © 2019, American School Health Association, Publisher John Wiley and Sons)

DOI

10.1111/josh.12778

PMID

31069817

Abstract

BACKGROUND: This study examined the combined influence of gender variables (specifically gender stereotypes, sexism, and genderism/transphobia) as well as racism/xenophobia and attitudes toward bullying roles on gender-bashing.

METHODS: A trans-cultural sample of 2410 Spanish and Portuguese students participated in the study (mean age = 15.13). Structural equation modeling and multiple group analyses were used to examine the relationships among variables.

RESULTS: The model revealed a good fit with the data for the whole sample.

RESULTS showed that instrumentality, hostile sexism, genderism/transphobia, racism/xenophobia, and positive attitudes toward the bully were positively correlated with gender-bashing. An inverse pattern was also observed: expressiveness, benevolent sexism, and positive attitudes toward the defender were negatively correlated with gender-bashing. Overall, the eight variables explained 48% of the variance of gender-bashing. Structural relationships among the assessed constructs were equivalent for girls and boys, and for Spain and Portugal.

CONCLUSIONS: These results reveal the need to implement inclusive educational policies to improve school health, which promote expressiveness, egalitarian attitudes, and sexual and cultural diversity.

© 2019, American School Health Association.

Language: en

Keywords

adolescent health; attitudes toward bullying roles; gender-bashing; heterosexual matrix; racism/xenophobia; safe and inclusive schools