Influence of multicultural curriculum and role models on high school students’ willingness to intervene in anti-LGBTQ harassment

Laura J. Wernick, Alex Espinoza-Kulick, Milo Inglehart, Jane Bolgatz and Adrienne B. Dessel

Children and Youth Services Review, 2021, vol. 129, issue C

Abstract: Research suggests that, through direct intervention and role modeling, student peers may be particularly well-suited to address bullying and discrimination based on gender and sexuality. To investigate the factors predicting students’ self-reported intervention behaviors when witnessing harassment based on sexual orientation and gender identity, this study analyzes youth-led survey data collected at five Midwestern high schools (n = 1046). The sample was majority white (65.8%), cisgender (90.8%), and heterosexual (78.4%). We found that in addition to overall school climate and witnessing others intervene, schools having race-related curriculum significantly predicted intervention behaviors around gender and sexuality and that LGBTQ-related curricula did not predict such actions. The authors propose that the discrepancy may be due to an association between race curricula and social justice frameworks, in contrast with the emphasis on individuality and health in LGBTQ-inclusive curricula.

Keywords: Multicultural education; Heterosexism, genderism, racism; Intervention; Bullying; School climate (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:129:y:2021:i:c:s0190740921002875

DOI: 10.1016/j.childyouth.2021.106211

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