Homonegativity in the Technical and Vocational Track: A Survey of Secondary School Students in Flanders
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| Title: | Homonegativity in the Technical and Vocational Track: A Survey of Secondary School Students in Flanders |
|---|---|
| Language: | English |
| Authors: | Aerts, Saskia, Dewaele, Alexis, Cox, Nele, Van Houtte, Mieke |
| Source: | Journal of LGBT Youth. 2014 11(4):364-387. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Homosexuality, Sexual Orientation, Sexual Identity, Bullying, Educational Environment, Sex Role, Ideology, Religion, Social Attitudes, Vocational Education, Technical Education, Track System (Education), Foreign Countries, Victims, Secondary School Students, Surveys, Age Differences |
| Geographic Terms: | Belgium |
| DOI: | 10.1080/19361653.2014.910485 |
| ISSN: | 1936-1653 |
| Abstract: | Students from the technical and vocational track in Flanders have more homonegative attitudes than other students. We investigate what explains this track difference and if the homonegativity is reflected in more bullying experiences by lesbian, gay, and bisexual (LGB) students in these tracks. The results show that sex-role ideology and religion are related to homonegative attitudes, but they do not explain the greater homonegativity of technical and vocational track students. The study also confirms that LGB students experience significantly more bullying than heterosexual students, but the experience of bullying does not differ significantly between tracks. |
| Abstractor: | As Provided |
| Number of References: | 84 |
| Entry Date: | 2014 |
| Accession Number: | EJ1042756 |
| Database: | ERIC |
| Abstract: | Students from the technical and vocational track in Flanders have more homonegative attitudes than other students. We investigate what explains this track difference and if the homonegativity is reflected in more bullying experiences by lesbian, gay, and bisexual (LGB) students in these tracks. The results show that sex-role ideology and religion are related to homonegative attitudes, but they do not explain the greater homonegativity of technical and vocational track students. The study also confirms that LGB students experience significantly more bullying than heterosexual students, but the experience of bullying does not differ significantly between tracks. |
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| ISSN: | 1936-1653 |
| DOI: | 10.1080/19361653.2014.910485 |
