Who intervenes against homophobic behavior? Attributes that distinguish active bystanders |
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| Institution: | 1. Boston College, Chestnut Hill, MA, USA;2. Université Paris Ouest–Nanterre la Défense, Nanterre, France;1. University of Connecticut, Department of Educational Psychology, 249 Glenbrook Road U-3064, Storrs, CT 06269, United States;2. University of Minnesota, Department of Educational Psychology, 250 Education Sciences Building, 56 East River Road, Minneapolis, MN 55455, United States;3. University of California, Davis, School of Education, 1 Shield Avenue, Davis, CA 95616, United States;4. University of Missouri, Department of Educational, School, and Counseling Psychology, 118 Hill Hall, Columbia, MO 65211, United States;5. University at Buffalo, Department of Counseling, School, and Educational Psychology, 366 Baldy Hall, Buffalo, NY 14260, United States;1. The Education and Training Research Group, Centre for Educational Effectiveness and Evaluation, University of Leuven, Leuven, Belgium;2. Department of Applied Mathematics, Computer Science and Statistics, Ghent University, Gent, Belgium;1. Department of Psychology, University of Koblenz-Landau, Fortstr. 7, 76829 Landau, Germany;2. Max-Planck Institute for Research on Collective Goods, Kurt-Schumacher Str. 10, 53113 Bonn, Germany;1. University of Pennsylvania, USA;2. Educational Testing Service, USA |
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| Abstract: | Research on homophobic behavior has focused on students engaging in this behavior or students toward whom this behavior is directed. There has been little attention to the large segment of students who observe this behavior, including active bystanders who defend or support students when homophobic behavior occurs. Among 722 high school students (55% female, 87% white, 86% heterosexual), 66.8% had observed at least one instance of homophobic behavior in the past 30 days. Gender (in this case, girls more so than boys), leadership, courage, altruism, justice sensitivity, and number of LGBT friends were associated with engagement in more active bystander behavior in response to observing homophobic behavior. Further, gender, courage, altruism, and number of LGBT friends each made unique contributions in accounting for variability in students' defending behavior in a comprehensive regression model. Findings highlight qualities that interventionists should cultivate in students that could lead to more active bystander engagement against homophobic behavior. |
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