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首页> 外文期刊>Journal of adolescence >Influences of peers, teachers, and climate on students' willingness to intervene when witnessing anti-transgender harassment
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Influences of peers, teachers, and climate on students' willingness to intervene when witnessing anti-transgender harassment

机译：同行，老师和气候对目睹反跨性别骚扰的学生干预意愿的影响

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Transgender young people are at increased risk for bullying, harassment, and negative mental health and academic outcomes compared to the general population as well as compared to other members of lesbian, gay, bisexual, transgender, queer, questioning, and similarly identified (LGBTQQ) communities. To inform interventions to support transgender students, the present study investigates students' willingness to intervene when witnessing anti-transgender harassment, using data collected from a participatory action research project investigating school climate. Multi-step linear regression was used to test the impacts of hearing transphobic language and witnessing teachers and others students intervene, while controlling for demographics and school. Hostile climate negatively predicted intervention intentions while witnessing peer intervention positively predicted likelihood to intervene. Witnessing teacher intervention did not significantly predict the outcome. These findings suggest that youth-led interventions in peer networks might be effective in diminishing transphobic bullying and supporting the healthy development of transgender young people.
机译：与一般人群以及与女同性恋，男同性恋，双性恋，变性者，同性恋者，询问者和类似身份的其他成员相比，跨性别的年轻人遭受欺凌，骚扰以及负面的心理健康和学术成果的风险增加（LGBTQQ）社区。为了为支持跨性别学生的干预措施提供信息，本研究使用从参与学校环境调查的参与性行动研究项目中收集的数据，调查学生在目睹反跨性别骚扰时的干预意愿。在控制人口统计和学校学习的同时，使用多步线性回归来测试听力恐惧感语言和见证老师及其他学生干预的影响。敌对的气候负面地预测了干预的意图，而目睹同伴的干预则正面地预测了干预的可能性。目睹老师的干预并没有明显预测结果。这些发现表明，由年轻人主导的对同伴网络的干预措施可能会有效地减少仇视恐怖的现象，并支持跨性别年轻人的健康发展。

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