1,720,993 research outputs found
Heterosexist microaggressions, student academic experience and perception of campus climate: Findings from an Italian higher education context
No full textWhile overt instances of harassment and violence towards LGBQ+ individuals have decreased in recent years, subtler forms of heterosexism still shape the social and academic experience of students in higher education contexts. Such forms, defined as microaggressions, frequently include environmental slights that communicate hostile and derogatory messages about one's sexual-minority status. However, there is some evidence suggesting that environmental microaggressions have deleterious effects on all students, regardless of their sexual orientation. The aim of the current study was to examine how heterosexist environmental microaggressions on campus contributed to heterosexual and non-heterosexual students' negative perceptions of campus climate. We also analyzed whether the effect of microaggressions on campus climate was mediated by student social integration on campus. Data were collected in 2018 through an anonymous web-based survey that involved students from a large university of Southern Italy. The sample consisted of 471 students from 18 to 33 years old. Thirty-eight (8.1%) students self-identified as non-heterosexual. Measures included self-reported experiences of environmental microaggressions on campus, student degree of satisfaction with peer-group and student-faculty interactions, perceptions of faculty concern for student development, and of the overall campus climate. The structural equation model showed that heterosexist environmental microaggressions on campus were associated with negative perceptions of campus climate through lowered satisfaction with peer-group interactions and perceptions of faculty concern for student development, for both heterosexual and nonheterosexual students. Overall, the findings of this study suggest that heterosexist microaggressions within campus environments are negatively associated with students' perceptions of campus climate, regardless of their sexual orientation. Both faculty and peers play an important role in creating an environment that supports the inclusivity of diversity and fosters a greater sense of belonging to the campus community
Il ruolo del genere nel lavoro con gli uomini autori di violenza: Affetti e rappresentazioni dei professionisti della salute
Full text linkIl lavoro di contrasto alla violenza maschile contro le donne ha recentemente spostato il proprio focus dalla donna vittima di violenza all’uomo maltrattante. Questo cambio di paradigma ha portato all’implementazione di programmi di trattamento rivolti agli autori di violenza e all’impegno di professionisti uomini nel contrasto alla violenza. Il presente studio ha l’obiettivo di esplorare gli affetti e le rappresentazioni di 7 professionisti della salute (3 uomini e 4 donne) che si occupano di trattare uomini autori di violenza, con un focus specifico sul genere di appartenenza. L’analisi semiotica quali-quantitativa applicata alle interviste semi-strutturate analizzate tramite il software T-LAB ha consentito di individuare la presenza di 5 cluster: 1) Riconoscimento delle emozioni; 2) Posizionamento di genere; 3) Competenze lavorative; 4) Percezione del rapporto tra i generi; e 5) Rapporto con il lavoro. I risultati sembrano confermare che il genere di appartenenza degli operatori giochi un ruolo fondamentale nell’esperienza lavorativa con gli uomini maltrattanti
Empowering transgender youths: Promoting resilience through a group training program
No full textThis study presents a training program developed with eight transgender youths who experienced transphobic episodes. Two focus groups were conducted and the 14-Item Resilience Scale was administered to evaluate training effectiveness in improving resilience. The intervention followed an empowerment, peer-group-based methodology. Three themes were identified: identity affirmation, self-acceptance, and group as support. A three-waves repeated measures ANOVA confirmed an increase in resilience levels. Suggestions for clinical practice and social policies are discussed
The Impact of Personal Values, Gender Stereotypes, and School Climate on Homophobic Bullying: a Multilevel Analysis
No full textIntroduction: Schools are among the most homophobic social contexts, where students who do not conform to gender norms are at high risk of stigma and discrimination. Method: Using a multilevel approach, the aim of the current was to examine whether adolescents’ engagement in homophobic bullying behavior was associated with personal values and stereotyped victim-blaming attributions at individual level, and perceptions of school as a community and frequency of teachers’ reaction to bullying incidents at classroom level. Data were collected in 2010. The sample consisted of 2718 Italian middle and high school students (53.2% females; mean age = 15.36, SD =.85) from 144 classrooms. Results: Results showed that self-transcendence values reduced the risk of engaging in homophobic bullying, whereas both self-enhancement values and stereotyped victim-blaming attributions were positively associated with homophobic bullying. At classroom level, only negative perceptions of school as a community had a unique positive contribution on homophobic bullying, over and above other individual and contextual factors. Two cross-level interactions were found, indicating that self-transcendence values had a significant effect in decreasing homophobic bullying in classrooms where teacher support was perceived as low, whereas stereotyped victim-blaming attributions had a significant effect in increasing homophobic bullying in classrooms where teacher support was perceived as high. Conclusion: These findings provide further support to the social-ecological perspective as a useful guiding framework for understanding the complexity of factors predicting homophobic bullying. Policy Implications: Efforts should be made to develop clear anti-bullying school policies explicitly dealing with the issue of homophobic bullying
Minority stress in transgender people: A moderated mediation model of stigma, internalized transphobia, resilience, and health
No full textIntroduction: Transgender people often experience stigma because of their gender nonconformity, and this might negatively affect their mental health through internalized transphobia. The ability of coping with stigma depends on protective factors, such as resilience, which might reduce the detrimental effect of stigma on mental health. This study was aimed at applied, as an extension of the Minority Stress Perspective (MSP), the Psychological Mediation Framework (PMF) to a sample of Italian transgender people.
Method: This study assessed different hypotheses based both on MSP and PMF. The main hypothesis concerns a moderated mediation model in which the indirect effect of anti-transgender discrimination on mental health through shame and alienation as indicators of internalized transphobia was hypothesized as being moderated by resilience. All the study’s hypotheses were tested using structural equation modeling.
Results: The results suggest that alienation mediated the relationship between anti-transgender discrimination and both anxiety and depression, bs = .91 and .60, 95% C.I.s [.17, 2.28] and [.08, 1.56], respectively, whereas shame operated as a mediator of the relationship between anti-transgender discrimination and depression, b = .55, 95% C.I. [.08, 1.55]. Additionally, only one significant moderated indirect effect was found, ω = -.70, 95% C.I. [-1.60, -.14], indicating that the indirect relation of anti-transgender discrimination with anxiety through alienation was conditional on low and moderate levels of resilience, bs = 1.73 and .96, 95% C.I.s [.54, 3.60] and [.22, 2.33].
Conclusion: The moderated-mediation model sheds light on psychological processes that lead both anti-transgender discrimination to affect mental health and protective factors to alleviate the negative effect of stigma on mental health. This model has important implications for clinical practice and psycho-social interventions to reduce stigma and stress
Fattori di rischio e di protezione in pre-adolescenza: l’importanza della scuola, della famiglia e degli amici
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