INTRODUCCIÓN. La protección efectiva de la infancia y de la adolescencia en dificultad social exige la adquisición de las competencias necesarias para la asunción de una vida adulta plenamente independiente. La juventud segregada del sistema de protección se enfrenta al proceso de la emancipación inmersa en unas condiciones de especial complejidad. Las vivencias que dieron origen al expediente de protección tienen consecuencias en el itinerario vital. El fracaso escolar, las relaciones contextuales y sociales marcadas por la vulnerabilidad, y el imperativo acceso temprano al mercado laboral son factores que determinan los caminos a la emancipación. El estudio analiza los primeros meses fuera del acogimiento residencial o familiar. MÉTODO. La investigación cualitativa longitudinal, mediante observación participante en casos y entrevistas para la construcción de relatos de vida, permite realizar un seguimiento flexible durante los primeros pasos de la vida independiente. Mediante una muestra intencional, se analiza el proceso de transición de 11 personas extuteladas. Las historias de vida se construyeron con 6 jóvenes durante un periodo de 21 meses. La observación se realizó con 5 casos en una fase de 10 meses. RESULTADOS. Déficits de participación en la toma de decisiones de los asuntos de interés para los itinerarios vitales; incidencia de la formación en el acceso y mantenimiento de un empleo, ausencia de apoyos sociales, mayor adquisición de competencias para la vida independiente en los recursos especializados en la emancipación. DISCUSIÓN. El acompañamiento socioeducativo del sistema de protección tiene pendiente priorizar el entrenamiento de las competencias precisas para la autonomía en la vida adulta. La cuestión formativa es un factor decisivo para la inserción social. El acceso y permanencia en el empleo es imprescindible para una vida en condiciones dignas. Posibilitar una segunda oportunidad, con acompañamiento socioeducativo especializado, es preciso en trayectorias marcadas por la reversibilidad.

The bullying phenomenon has been simplified and studied primarily from a psychological perspective. In this study, the phenomenon of bullying was examined by analyzing the joint influence of sociocultural factors such as gender stereotypes, sexism, and attitudes toward sexual and cultural diversity on bullying participation as a bully and a bully follower. Participants were 1,165 Spanish and Portuguese adolescents with a mean age of 14.64 years. The hierarchical linear regression model reveals that bullies are less expressive and more instrumental, they hold more hostile sexist and less benevolent sexist attitudes, more negative attitudes toward homosexuality and more positive ones toward lesbianism, as well as more negative behavior toward gender nonconforming people, and more negative attitudes toward cultural diversity. With the exception of expressiveness and negative attitudes toward cultural diversity, these variables also explain participation as a bully follower. Implications for the development of educational policies and practices of bullying prevention are discussed.

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Background The process of transition to adult life of youth with a record of protection is crucial to overcome the difficulties to achieve an independent life. Objective This research aims to analyze the conditions under which protected youth are emancipated, as well as the factors that facilitate emancipation. Method A qualitative study was performed with three samples: longitudinal follow-ups with youths when they exit the system and during 12 months ( N = 24); life stories of youths who have exited the child welfare system at least 2 years ago and a maximum of 5 years ago ( N = 22); interviews with professionals conducting their intervention in adolescent protection resources ( N = 18). Results The results indicate that protective action is not enabling youths’ learning in normalized contexts, which negatively affects the conditions under which emancipation occurs. The experience of the protective action conditions the tendency to benefit from the post-majority socio-educational accompaniment. Conclusions The importance of socio-educational intervention continuing during the first moments of emancipation, providing professional accompaniment to the entire collective, is highlighted.

BACKGROUND: This study examined the combined influence of gender variables (specifically gender stereotypes, sexism, and genderism/transphobia) as well as racism/xenophobia and attitudes toward bullying roles on gender-bashing. METHODS:A trans-cultural sample of 2410 Spanish and Portuguese students participated in the study (mean age = 15.13).Structural equation modeling and multiple group analyses were used to examine the relationships among variables. RESULTS:The model revealed a good fit with the data for the whole sample. Results showed that instrumentality, hostile sexism, genderism/transphobia, racism/xenophobia, and positive attitudes toward the bully were positively correlated with genderbashing. An inverse pattern was also observed: expressiveness, benevolent sexism, and positive attitudes toward the defender were negatively correlated with gender-bashing. Overall, the eight variables explained 48% of the variance of gender-bashing. Structural relationships among the assessed constructs were equivalent for girls and boys, and for Spain and Portugal. CONCLUSIONS:These results reveal the need to implement inclusive educational policies to improve school health, which promote expressiveness, egalitarian attitudes, and sexual and cultural diversity. Keywords: adolescent health; gender-bashing; heterosexual matrix; racism/xenophobia; attitudes toward bullying roles; safe and inclusive schools.Citation: Carrera-Fernández MV, Cid-Fernández XM, Almeida A, Fernández AG, Castro YR. Gender-bashing in adolescents: structural relations with heterosexual matrix, racism/xenophobia and attitudes toward bullying.