Attitudes Toward Cultural Diversity in Spanish and Portuguese Adolescents of Secondary Education: The Influence of Heteronormativity and Moral Disengagement in School Bullying

Carrera-Fernández, María-Victoria; Cid-Fernández, Xosé-Manuel; Almeida, Ana; Fernández, Antonio González; Fernández, María Lameiras

doi:10.1016/j.psicoe.2017.07.002

Cited by 12 publications

(19 citation statements)

References 15 publications

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“…There is a paucity of studies analysing the association between MD and sexist attitudes as correlates of dating aggression. However, according to previous studies [ 36 , 51 ], we expected that traditional gender roles lead to aggressive behaviour when they are supported by the sociocognitive mechanism that buffers the emotional impact of immoral actions. In contrast, when MD is low, sexist attitudes seem to be insufficient to precipitate aggression and violence towards the partner.…”

Section: Introductionmentioning

confidence: 95%

“…To our knowledge, only one recent study has analysed this association in violence against minorities. Carrera-Fernández and colleagues [ 51 ] examined the relationship between sexism, homophobia, MD in school bullying and justification of violence against minorities. They found that both forms of sexism were positively related to MD in bullying situations, the association being stronger for hostile sexism than for benevolent sexism.…”

Section: Introductionmentioning

confidence: 99%

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When Are Sexist Attitudes Risk Factors for Dating Aggression? The Role of Moral Disengagement in Spanish Adolescents

Jiménez

Muñoz-Fernández

2021

IJERPH

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This research aimed to explore the interplay of sexism and moral disengagement (MD) in the explanation of psychological and physical dating aggression. The sample comprised 1113 Spanish adolescents (49.2% girls, n = 552) between the ages of 12 to 17 (M = 14.44). A latent profile analysis conducted with sub-sample of 432 adolescents with sentimental experience identified four configurations: (1) benevolent; (2) less disengaged and sexist; (3) highly disengaged and sexist; and (4) moderately disengaged and sexist. Regarding gender and age, boys were more present than girls in the moderately disengaged and sexist group, as well as in the highly disengaged and sexist profile. The highly disengaged and sexist and benevolent groups were the youngest. Regarding dating aggression, the highly disengaged and sexist group had the highest engagement in physical and psychological aggression. However, the others three profiles showed a similar engagement in aggression. These findings confirmed the moderating role of MD on the relationship between sexism and dating aggression and suggested that the association between MD, sexism, and dating aggression was exponential; that is, the risk appeared when adolescents were extremely hostile and disengaged. The results have implications for the design of tailored dating aggression prevention programmes.

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Section: Introductionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

When Are Sexist Attitudes Risk Factors for Dating Aggression? The Role of Moral Disengagement in Spanish Adolescents

Jiménez

Muñoz-Fernández

2021

IJERPH

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“…The various studies that have analyzed the relationships between the variables that make up the cis-heteronormative matrix have revealed that (1) adolescents and youth who show a higher endorsement of instrumental gender stereotypes—traditionally associated with masculinity—and a lower endorsement of expressive gender stereotypes—traditionally associated with femininity—are more sexist [ 22 , 23 ], more homophobic [ 23 ] and more transphobic [ 22 ]; and (2) adolescents and youth with higher scores in sexism are also more homophobic [ 17 , 18 , 19 , 23 , 24 , 25 ] and more transphobic [ 22 ].…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, this SE does not only socialize individuals into ethnocentrism but also promotes violence. Many studies have underlined the relationship between ethnocentrism and the racism/xenophobia it leads to and violence, including bullying [ 22 , 23 , 25 ] and hate crimes [ 62 ]. The intersectional approach, also ignored in SE, is also particularly important [ 63 , 64 ].…”

Section: Introductionmentioning

confidence: 99%

“…In fact, strong relationships have been identified between the cis-heteronormative matrix and ethnocentrism. Specifically, it has been observed that the most racist adolescents and youth show the highest endorsement of masculine gender stereotypes [ 22 , 23 ] and express the most sexist [ 22 , 23 , 24 , 25 , 68 , 69 ], homophobic [ 24 , 25 , 69 ] and transphobic attitudes [ 22 ]. It has also been observed that the most racist youth exert the most violence toward trans* and gender-diverse people [ 22 , 23 ] and bullying [ 23 ].…”

Section: Introductionmentioning

confidence: 99%

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Preventing Violence toward Sexual and Cultural Diversity: The Role of a Queering Sex Education

Carrera‐Fernández

Fernández

Blanco-Pardo

et al. 2021

IJERPH

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Background: The prevailing sex education (SE) model falls within a neoliberal prevention- and risk-oriented paradigm. This model ignores the identity dimension of sexuality, is based on the cis-heteronormative and ethnocentric matrix and stigmatizes sexual and cultural diversity; this has significant consequences for sexually and culturally diverse adolescents and youth. In this study, we explored the potential of the identity dimension of SE to prevent violence toward sexual and cultural diversity. Specifically, our objective was to identify the influence of heteronormative and ethnocentric variables on violence exerted against trans* and gender-diverse people and people from minority ethnic groups. Methods: A total of 623 Spanish adolescents with a mean age of 14.73 years and an age range of 13 to 18 years participated in the study. Students completed a questionnaire that included measures regarding violence toward sexual and cultural diversity, gender stereotypes, sexist attitudes and rejection of sexual and cultural diversity. We performed two hierarchical linear regression models. Results: Students who exerted the highest amount of violence toward trans* and gender-diverse people were those who showed the lowest endorsement of expressive traits and the highest endorsement of instrumental traits as well as the highest level of hostile sexist, heteronormative and hostile racist attitudes (the five predictor variables explained 29.1% of the variance of gender-bashing). These same variables—except expressiveness—and benevolent sexism explained 46.1% of the variance of rejection of minority ethnic groups. Conclusions: There is a need for a comprehensive, intercultural, critical and queer SE aimed at transforming the classroom into a space that promotes social transformation through an educational practice that is transgressive and critical of cis-heteronormativity and normative ethnocentrism.

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Addressing racial misinformation at school: a psycho-social intervention aimed at reducing ethnic moral disengagement in adolescents

et al. 2023

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The present study aims to examine whether by promoting the socio-analytic thinking it is possible to intervene in the reliance on ethnic moral disengagement as a negative consequence of racial misleading news, that can seriously contribute to the diffusion of ethnic prejudice. We focus on the neglected phenomenon of racial hoaxes, which can be defined as misleading news stories dealing with health or safety threats, in which the protagonist is described in terms of ethnicity or nationality. The intervention procedure has been created starting from the well-established literature focused on media biases’ reflection, integrated with the recent studies on ‘mediated intergroup contact’ where the observation of the person belonging to the outgroup is crucial for prejudice reduction. The intervention involved 83 adolescents (Mage = 13.9; SDage = 0.9) and it was composed of two different parts, one focused on the analytical racial hoax reading, and the other focused on racial hoax rewriting after the ‘mediated contact’, represented by an alternative story given by the African protagonist. The results show that in dealing with misleading news, the promotion of this social-analytic processing reduces ethnic biases of moral disengagement. In particular, it was found that analytical processes are supported by the participants’ level of propensity for analytical reasoning and that these processes directly hinder distorted ethnic beliefs. Overall, these results suggest that improving social-analytic processes related to reflexivity could be an effective intervention to counter those distorted beliefs, such as ethnic disengagement beliefs, associated with discrimination and racial prejudice.

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Attitudes Toward Cultural Diversity in Spanish and Portuguese Adolescents of Secondary Education: The Influence of Heteronormativity and Moral Disengagement in School Bullying

Cited by 12 publications

References 15 publications

When Are Sexist Attitudes Risk Factors for Dating Aggression? The Role of Moral Disengagement in Spanish Adolescents

When Are Sexist Attitudes Risk Factors for Dating Aggression? The Role of Moral Disengagement in Spanish Adolescents

Preventing Violence toward Sexual and Cultural Diversity: The Role of a Queering Sex Education

Addressing racial misinformation at school: a psycho-social intervention aimed at reducing ethnic moral disengagement in adolescents

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