Beyond tolerance toward inclusion: Response to homo- and trans-negative language
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F25%3A10487684" target="_blank" >RIV/00216208:11410/25:10487684 - isvavai.cz</a>
Výsledek na webu
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=knjR8MHyrE" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=knjR8MHyrE</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/29933021.2024.2413550" target="_blank" >10.1080/29933021.2024.2413550</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Beyond tolerance toward inclusion: Response to homo- and trans-negative language
Popis výsledku v původním jazyce
Greater numbers of youth in Czech schools identify as sexual and gender minorities (SGM). This is occurring in a highly homogenous country that has a history of tolerance, yet limited guidelines exist on how to support these increasingly more visible communities. This provides a unique environment to examine how, when, and why educators advocate for SGM youth in the Czech Republic, and it sets the stage for more research. In this study, 114 teachers working in Czech schools completed a survey about when they intervened and facilitated discussions in response to homo-negativity and trans-negativity (i.e., verbal prejudice). Regression models showed that intervention and discussion were significantly positively related to teachers' self-efficacy to advocate for SGM youth. Additionally, educator training and attitudes were related to initiating classroom discussions about managing the consequences of verbal bullying.
Název v anglickém jazyce
Beyond tolerance toward inclusion: Response to homo- and trans-negative language
Popis výsledku anglicky
Greater numbers of youth in Czech schools identify as sexual and gender minorities (SGM). This is occurring in a highly homogenous country that has a history of tolerance, yet limited guidelines exist on how to support these increasingly more visible communities. This provides a unique environment to examine how, when, and why educators advocate for SGM youth in the Czech Republic, and it sets the stage for more research. In this study, 114 teachers working in Czech schools completed a survey about when they intervened and facilitated discussions in response to homo-negativity and trans-negativity (i.e., verbal prejudice). Regression models showed that intervention and discussion were significantly positively related to teachers' self-efficacy to advocate for SGM youth. Additionally, educator training and attitudes were related to initiating classroom discussions about managing the consequences of verbal bullying.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
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OECD FORD obor
50101 - Psychology (including human - machine relations)
Návaznosti výsledku
Projekt
<a href="/cs/project/GA23-07934S" target="_blank" >GA23-07934S: LGBT+ identita jako vývojová výzva v prostředí školy: individuální, sociální a institucionální perspektiva</a><br>
Návaznosti
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Ostatní
Rok uplatnění
2025
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
Sexual and Gender Diversity in Social Services
ISSN
2993-303X
e-ISSN
2993-303X
Svazek periodika
37
Číslo periodika v rámci svazku
1
Stát vydavatele periodika
US - Spojené státy americké
Počet stran výsledku
22
Strana od-do
1-22
Kód UT WoS článku
001587868000007
EID výsledku v databázi Scopus
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