Click here to download

Homophobic bullying in Tuscan schools: an empiric study on teachers’ evaluation
Author/s: Letizia Baroncelli, Paolo Antonelli, Davide Dettore 
Year:  2019 Issue: Language: Italian 
Pages:  20 Pg. 51-70 FullText PDF:  214 KB
DOI:  10.3280/RSC2019-001003
(DOI is like a bar code for intellectual property: to have more infomation:  clicca qui   and here 

The research "Homophobic bullying in Tuscan schools: an empiric study on teachers’ evaluation" explored how teachers evaluate homophobic bullying at school, in terms of observed frequency of homophobic behaviours; strategies to tackle this phenomenon and influence of homophobic attitudes. 142 teachers completed a self-administered questionnaire consisting of three tools: The Homophobic Teacher Bullying Questionnaire; Handling Bullying Questionnaire, and Modern Homophobia Scale. The teachers report episodes of verbal homophobic bullying and rarely to the physical one, more in relation gay rather than lesbian persons. Teachers in primary school tend to use as a major strategy to punish bullies, while secondary school teachers tend to communicate with the bully. Moreover, having less homophobic attitudes is linked to a greater use of the strategy of "Working with the victim" and in the case of homophobic physical bullying also of "Working with the bully". There were no significant correlations between having homophobic attitudes and the observed frequency of homophobic bullying behaviour.
Keywords: Homophobic bullying, school, teachers, bully, strategy, homophobia

  1. Bacchini D., Amodeo A., Vitelli R., Abbruzzese R., Ciardi A. (1999). La valutazione del bullismo negli insegnanti. Ricerche di Psicologia, 23: 75-103.
  2. Baroncelli L. (2017). “Tesi magistrale di Psicologia clinica e della Salute sul bullismo omofobico nelle scuole toscane e la valutazione degli insegnanti”, Firenze, 27 novembre.
  3. Bauman S., Rigby K., Hoppa K. (2008). US teachers’ and school counsellors’ strategies for handling school bullying incidents. Educational Psychology, 28(7): 837-56., DOI: 10.1080/0144341080237908
  4. Collier K.L., Bos H.M., Sandfort T.G. (2015). Understanding teachers’ responses to enactments of sexual and gender stigma at school. Teaching and Teacher Education, 48: 34-43.
  5. Dèttore D., Antonelli P., Ristori J., a cura di (2014). Il bullismo omofobico a scuola. Strategie di analisi e intervento basate sugli stereotipi e i ruoli di genere. Roma: Alpes Italia.
  6. Greytack E.A., Kosciw J.C. (2014). Predictors of US teachers’ intervention in anti-lesbian, gay, bisexual and transgender bullyng harassment. Thaching Education, 25(4): 410-26., DOI: 10.1080/10476210.2014.92000
  7. Hong J.S., Garbarino J. (2012). Risk and protective factors for homophobic bullying in schools: An application of the social-ecological framework. Educational Psychology Review, 24(2): 271-85.
  8. Kosciw J.G., Greytak E.A., Diaz E.M., Bartkiewicz M.J. (2010). The 2009 National School Climate Survey: The experiences of lesbian, gay, bisexual and transgender youth in our nation’s schools. New York: GLSEN.
  9. Kosciw J.G., Greytak E.A., Palmer N.A., Boesen M.J. (2014). The 2013 National School Climate Survey: The experiences of lesbian, gay, bisexual and transgender youth in our nation’s schools. New York: GLSEN.
  10. Kosciw J.G., Greytak E.A., Giga N.M., Villenas C., Danischewski D.J. (2016). The 2015 National School Climate Survey: The experiences of lesbian, gay, bisexual, transgender, and queer youth in our nation’s schools. New York: GLSEN.
  11. Lelleri R., a cura di (2007). SCHOOLMATES ‒ Report finale della ricerca transnazionale sul bullismo di stampo omofobico nelle scuole superiori di quattro Paesi europei. Bologna: Arcigay.
  12. Lingiardi V., Nardelli N., Ioverno S., Falanga S., Di Chiacchio C., Tanzilli A., Baiocco R. (2016). Homonegativity in Italy: Cultural issues, personality characteristics, and demographic correlates with negative attitudes toward lesbians and gay men. Sexuality Research and Social Policy, 13(2): 95-108.
  13. Norman J. (2004). A survey of teachers on homophobic bullying in Irish second-level schools. Dublin: Dublin City University.
  14. Poteat V.P., Di Giovanni C.D., Scheer J.R. (2013). Predicting homophobic behavior among heterosexual youth: Domain general and sexual orientation-specific factors at the individual and contextual level. Journal of Youth and Adolescence, 42(3): 351-62.
  15. Poteat V.P., Rivers I., Vecho O. (2015). The role of peers in predicting students’ homophobic behavior: effects of peer aggression, prejudice, and sexual orientation identity importance. School Psychology Review, 44(4): 391-406.
  16. Poteat V.P., Vecho O. (2016). Who intervenes against homophobic behavior? Attributes that distinguish active bystanders. Journal of School Psychology, 54, 17-28.
  17. Prati G., Coppola M., Saccà F. (2010). Report Finale della ricerca nazionale sul bullismo omofobico nelle scuole superiori italiane. Arcigay, Associazione lesbica e gay italiana, 1-92. -- Disponibile a
  18. Raja S., Stokes J.P. (1998). Assessing Attitudes Toward Lesbians and Gay Men: The Modern Homophobia Scale. International Journal of Sexuality and Gender Studies, 3(2): 113-34.
  19. Russell S.T., Horn S.S. (2016). Sexual Orientation, Gender Identity, and Schooling: The Nexus of Research, Practice, and Policy. Oxford (UK): Oxford University Press.

Letizia Baroncelli, Paolo Antonelli, Davide Dettore, Homophobic bullying in Tuscan schools: an empiric study on teachers’ evaluation in "RIVISTA DI SESSUOLOGIA CLINICA" 1/2019, pp. 51-70, DOI:10.3280/RSC2019-001003


FrancoAngeli is a member of Publishers International Linking Association a not for profit orgasnization wich runs the CrossRef service, enabing links to and from online scholarly content