Sexual and gender prejudice among adolescents and enacted stigma at school

Sexual and gender prejudice refer, respectively, to negative attitudes based on sexual orientation or gender identity or expression; enacted stigma is the behavioral expression of such attitudes. This thesis explored the possible antecedents and outcomes of enacted sexual and gender stigma in secondary school environments, as well as secondary school teachers’ perceptions of enacted sexual and gender stigma. Specific aims and research questions were addressed through a systematic literature review and a series of analytic, empirical studies. Systematic review of previous research in this area demonstrated that enacted sexual and gender stigma is associated with a diminished sense of school belonging, disruptions in educational trajectories, depression, traumatic stress, and other negative outcomes in targeted youth. Findings from survey research with adolescents suggested that their attitudes toward sexual and gender minorities have multiple correlates and possible determinants: personal characteristics such as gender, ethnicity, religiosity, and sexual attractions; social contact with lesbians and gays; attitudes toward gender non-conformity; and beliefs about lesbians and gay men. Findings from survey research with teachers showed that those who were more confident in their abilities to intervene successfully and who had stronger beliefs that intervening in the situation would produce a positive outcome had the strongest intentions to intervene in scenarios involving the bullying of sexual and gender minority students. Implications of the findings for interventions to improve the health status of sexual and gender minority youth, addressing sexual and gender prejudice, and supporting school personnel in responding to enacted sexual and gender stigma are discussed.