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Journal of LGBT Youth Volume 8, 2011 - Issue 4
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ARTICLES

Effects of Homophobic versus Nonhomophobic Victimization on School Commitment and the Moderating Effect of Teacher Attitudes in Brazilian Public Schools

Mandi M. Alexander Department of Psychology, University of Nebraska at Omaha, Omaha, Nebraska, USA
,
Jonathan B. Santo Department of Psychology, University of Nebraska at Omaha, Omaha, Nebraska, USA
,
Josafá Da Cunha Programa de Pós-Graduação em Educação, Universidade Federal do Paraná, Curitiba, Paraná, Brazil
,
Lidia Weber Departamentos de Psicologia e de Pós-Graduação e Educação, Universidade Federal Paraná, Curtiba, Paraná, Brazil
&
Stephen T. Russell Family Studies and Human Development, University of Arizona, Tucson, Arizona, USA
Pages 289-308 | Received 30 Nov 2010, Accepted 10 May 2010, Published online: 11 Oct 2011
 
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Abstract

This study investigated homophobic victimization, teacher support, and school commitment in Brazilian schools. Participants were 339 students, ages 11 to 18 years old, in two public schools in Brazil. Data were obtained using the Brazil Preventing School Harassment Survey. Structural equation modeling revealed that both homophobic and nonhomophobic victimization were negatively related to school commitment but that homophobic victimization was a stronger predictor. Results supported the hypothesis that supportive teachers can moderate the relationship between victimization and school commitment. Finally, the moderating effect of teacher support was stronger in instances of frequent homophobic victimization.

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