Through an elaboration Bourdieu I argue that the embodiment of heterosexist norms produces negative dispositions towards gay men and women. Though this position relates to the literature on homophobic violence in its critique of social structures that contribute to homophobia, analyzing dispositions as nonconscious, bodily effects differentiates Bourdieu's position. Here Bourdieu provides a means for theorizing how norms are reproduced on the surface on the body as looks, gestures, and feelings, and not in the unconsciousness or the deep-seated beliefs of individuals. The particular contribution that Bourdieu makes to the study of homophobia argues that homonegativity is transferred from “body to body, below the level of conscious control” (Bourdieu, 2000, 95), and not only through the verbal denunciations or the rational devaluation of sexual minorities. Below the present work engages several of Bourdieu's central concepts, namely habitus, doxa, and symbolic violence, and applies his theoretical perspective to homophobia and homophobic violence. This engagement is necessary as Bourdieu does not address homophobic violence in his writing. In applying Bourdieu in this manner this work contributes to the scholarship on Bourdieu as well as the study of homophobia and homophobic violence.

In order to understand the longitudinal relationships between adolescent psychopathy, bullying perpetration, sexual harassment, and homophobic taunting, data were analyzed from surveys of 544 Canadian teenagers from grades 9 to 12 who took part in the ongoing McMaster Teen Study. The researchers hypothesized a pathway in which psychopathy and bullying were interrelated predictors of sexual harassment and homophobic taunting. Path analysis revealed that the model demonstrated excellent fit and had a significant effect of gender. Psychopathy and bullying perpetration were stable, covarying constructs and psychopathy predicted bullying throughout adolescence. Bullying was more strongly predictive of and concurrently related to homophobic taunting for boys than girls, and homophobic taunting was linked to sexual harassment perpetration for boys, but not girls. Psychopathy predicted homophobic taunting and sexual harassment equally across sexes. Limitations and future directions are discussed and suggestions for counselling adolescents who are high on bullying and psychopathic traits are provided.

Researchers have examined homophobic language (HL) with both qualitative and quantitative methods and have studied HL's relationship to multiple factors such as sexual prejudice, masculinity, and religiosity. However, our understanding of this language, while expanding, is still limited because the meaning of this evolving language varies depending on the context in which the language is used. In order to get a more in-depth and current understanding of this language, I conducted semi-structured interviews with 20 males who were high school seniors. I also conducted 102 hours of observations in their high school. I analyzed the interviews and observations with a phenomenological hermeneutic method. Based on the interpretations from this analysis, findings indicated that students used HL in order to marginalize other students; to both challenge adult authority and also to emulate admired adults; to get attention and assert authority by using rebellious and taboo language; to explore and understand certain aspects of sexuality and masculinity; to police sexuality and masculinity within the parameters of traditional and expected roles; and to increase group cohesion. I explored each of these themes in detail and considered how students both shape and are shaped by their culture. To conclude, I offer suggestions for strategies to support a more accepting culture and to decrease the use of HL.

This research explores the use of memories of past school experiences to help identify unnamed and unchallenged incidents of oppression that occurred in elementary and high school. What are the implications for educators when past school experiences indicate that racism, classism, sexism, homophobia, and other harmful practices took place, but went unexamined and unclaimed as such? Three inter-related reflective analyses are used to investigate the experiences of teacher candidates, the thesis author, and practicing teachers to fully explore this query. <p>The first section examines teacher candidates reactions to anti-oppressive education. Negative reactions by students are most often defined by scholars as resistance. This section reflects on the strengths and weaknesses of this definition. The memories students shared about their past schooling suggest looking beyond the current scope of theories that define negativity as resistance. The second section includes a retrospective analysis of the authors past school experiences where oppressive practices went unidentified and unchallenged as such. In the third section, Narrative Inquiry is used to gather stories from practicing teachers whose memories also indicate unnamed examples of oppression. Participants identify school memories that helped shape their current teaching practices and enhanced their commitment to addressing racism, classism, sexism and other issues in schools today.

This research explores the use of memories of past school experiences to help identify unnamed and unchallenged incidents of oppression that occurred in elementary and high school. What are the implications for educators when past school experiences indicate that racism, classism, sexism, homophobia, and other harmful practices took place, but went unexamined and unclaimed as such? Three inter-related reflective analyses are used to investigate the experiences of teacher candidates, the thesis author, and practicing teachers to fully explore this query. <p>The first section examines teacher candidates reactions to anti-oppressive education. Negative reactions by students are most often defined by scholars as resistance. This section reflects on the strengths and weaknesses of this definition. The memories students shared about their past schooling suggest looking beyond the current scope of theories that define negativity as resistance. The second section includes a retrospective analysis of the authors past school experiences where oppressive practices went unidentified and unchallenged as such. In the third section, Narrative Inquiry is used to gather stories from practicing teachers whose memories also indicate unnamed examples of oppression. Participants identify school memories that helped shape their current teaching practices and enhanced their commitment to addressing racism, classism, sexism and other issues in schools today.

The concept of “family” has rapidly changed over the past few years. The prevalence of more and more children raised in same-gendered families has brought to mind the question of disclosure. This qualitative case study explored the disclosure practices of adolescents raised in same-gendered families in an attempt to understand how adolescents negotiate their unique family structure throughout their daily lives. The data in this study was analysed using thematic content analysis. It was found that both positive and negative experiences influence the adolescents raised in samegendered families decision to disclose and that disclosure of family structure usually takes place after careful negotiation based on the grounds of either a close relationship, common ground or a perceived urgency. / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

Large scientific studies have recognized homophobic language as a national concern (American Association of University Women [AAUW], 2001; Kosciw, Greytak, Diaz, & Bartkiewicz, 2010). Concerning perceptions of homophobic language use, quantitative studies were mostly conducted in specific areas of the United States and qualitative studies have largely approached the issue with the theory of masculinity. The current study proposed to approach the study actively challenging all assumptions about homophobic language use. This study assimilated 20 adolescents' perceptions of homophobic language, using a hermeneutic qualitative methodology. This study found that in addition to policing masculinity, homophobic language was used to police sexuality, normality, and popularity. In regard to adolescents abstaining from using homophobic language, three themes emerged, including when in the presence of individuals perceived as being homosexual, when having a personal connection to a homosexual, and when associated with vulnerable populations. Participants self-identified with peer groups. These personal connections shaped how students abstained from and participated in using homophobic language. This study's findings are summarized, ending with implications for practice. Although interventions targeting groups of students may be helpful—ultimately a larger cultural shift towards engagement with and an understanding of marginalized groups must occur.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present dissertation talks about Homophobic conflict in school, and the theory of recognition . It belongs to the research line Scholastic Practices and Public Policies of the Post-Degree Program in Education of the Universidade Federal de Santa Maria, Rio Grande do Sul. Such dissertation has as a goal to discuss in which way the theory of recognition can contribute for the understanding and solution of homophobic conflicts in school, among High School students. In order to achieve such thematic propose it was chosen the interactive method, founded on the dialectic-hermeneutical process. As a research tool, it is used the application of a questionnaire to collect the opinion of High School students concerning homoaffection, prejudice, homophobia, as well as the recognition of the homosexuals, with the intention of solving the homophobic conflicts. It s important to mention that the results of the research are evaluated taking in consideration a qualitative and quantitative approach. In the data analyses, it is possible to ascertain how the homophobia is formed. Based on that, it is shown ways of how the scholastic homophobic conflict can be worked and confronted, with the intention of comprehending and solving it. Thus, it is possible to conclude the dissertation with a positive response when it comes to the attempt of solving homophobic conflicts in school. Such attempt is possible through the theory of recognition of Hegel (2008) and Honneth (2009). / A presente dissertação trata acerca dos Conflitos homofóbicos na escola, e a teoria do reconhecimento . Pertence à linha de pesquisa Práticas Escolares e Políticas Públicas do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria, Rio Grande do Sul. Tal dissertação tem por objetivo discutir de que modo a teoria do reconhecimento pode contribuir para compreender e solucionar os conflitos homofóbicos na escola, entre alunos do Ensino Médio. Para alcançar tal proposta temática, optou-se pelo método interativo, fundado no processo dialéticohermenêutico. Como instrumento de pesquisa, tem-se a aplicação de um questionário para coletar a opinião dos estudantes do Ensino Médio acerca da homoafetividade, do preconceito, da homofobia, bem como sobre o reconhecimento dos homossexuais, com o intuito de solucionar os conflitos homofóbicos. Cabe mencionar que os resultados da pesquisa são avaliados tomando por base uma abordagem qualitativa e quantitativa. Na análise dos dados, é possível verificar como a homofobia se forma. Com base nisso, é mostrada maneiras de como o conflito homofóbico escolar pode ser trabalhado e enfrentado, com o intuito de compreendê-lo e solucioná-lo. Sendo assim, conclui-se a dissertação com uma resposta positiva ao que tange à tentativa de solucionar os conflitos homofóbicos na escola. Tal tentativa é possível pela teoria do reconhecimento de Hegel (2008) e Honneth (2009).

Graduation date: 2006 / Two decades of literature from national college student climate reports measuring student attitudes toward people who are lesbians, gays, bisexuals, and transgender (LGBT) indicate, “anti-GLBT intolerance and harassment has been prevalent” (Rankin, 2003). This study seeks to explore the determinants of such attitudes and explore the life contexts of students’ processes by which they came to hold such attitudes through a qualitative interview approach. The eight themes that emerged from the interviews reflect participants’ own voices and their worldviews about LGBT people. These themes inform a framework of general recommendations for student affairs programming efforts to reduce homophobia and resistance to LGBT people and lifestyles throughout campus.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Homophobic violence is a complex and quite common phenomenon in contemporary society. Such reality is constantly fueled by the processes of revictimization, underreporting and impunity in dealing with homophobia. All this context is frequently present during the professional care of the LGBT population in the various organs of protection and promotion of their human and sexual rights. The present situation becomes a challenge for the Social Service because it is a profession that seeks the viability of Rights for all its users, being the demands of sexual diversity and gender problematic that permeate all social spaces needing a humanized service capable of enabling and not revitalizing these subjects. In order to better understand this context, the present study aims to analyze the perceptions of Social Service professionals regarding the care of the professional category in cases of homophobic violence against the LGBT population in Sergipe. The research was carried out with 10 (ten) social workers who attended LGBT victims of cases of homophobic violence in the various public policies in Sergipe. The data were collected through a semi-structured interview script, and analyzed through the content analysis technique. Among the main results, it has been shown that Social Service professionals are not prepared and able to meet the demands of sexual and gender diversity, due to several factors such as: 1) the absence and / or lack of debates about this issue in their process Of academic and professional formation 2) presence of prejudice and discrimination strongly presented in the discourses of these subjects 3) disengagement or lack of accountability of the Brazilian State in dealing with homophobia among others. To the detriment of this context, the attention of social service professionals to the demands of the LGBT population has been more focused on the field of revictimization than on the viability of their human and sexual rights, a scenario that reinforces a conservative and fundamentalist tendency of the professional category, Contradictory to its Ethical-Political Project. Therefore, this research made it clear an urgent need to discuss themes on sexual and gender diversity within Social Work, as well as to carry out new studies on the subject matter in this area, as well as to promote prevention and awareness-raising activities for social workers in Relation to the confrontation of homophobic violence as one of the expressions of the social issue to which everyone is entitled to fight. / A Violência Homofóbica é um fenômeno complexo e bastante comum na sociedade contemporânea. Tal realidade é constantemente alimentada pelos processos da revitimização, subnotificação e impunidade no trato com a homofobia. Todo esse contexto encontra-se frequentemente presente durante o atendimento profissional da população LGBT nos diversos órgãos de proteção e promoção aos seus direitos humanos e sexuais. A presente situação torna-se um desafio para o Serviço Social por ser uma profissão que busca a viabilização de direitos para todos os seus usuários, sendo as demandas da diversidade sexual e gênero problemáticas que perpassam por todos espaços sócio-ocupacionais necessitando de um atendimento humanizado capaz de viabilizar direitos e não revitimizar esses sujeitos. Buscando compreender melhor esse contexto o presente estudo tem por objetivo analisar as percepções dos profissionais de Serviço Social em relação ao atendimento da categoria profissional nos casos de violência homofóbica contra a população LGBT no estado de Sergipe. A pesquisa foi realizada com 10 (dez) assistentes sociais que atenderam LGBT vítimas de casos de violência homofóbica nas diversas políticas públicas do estado de Sergipe. Os dados foram coletados por meio de um roteiro de entrevista semiestruturado, e analisados através da técnica de análise de conteúdo. Entre os principais resultados revelou-se que os profissionais de Serviço Social não se encontram preparados e capacitados para atender as demandas da diversidade sexual e de gênero, por diversos fatores como: 1) a ausência e ou carência de debates sobre esse assunto no seu processo de formação acadêmica e profissional 2) presença do preconceito e discriminação fortemente apresentados nos discursos da categoria profissional 3) descompromisso ou desresponsabilização do Estado brasileiro no trato com a homofobia entre outras. Em detrimento desse contexto, o atendimento dos profissionais de Serviço Social para com as demandas da população LGBT tem caminhado mais para o campo da revitimização do que da viabilização de seus direitos humanos e sexuais, cenário que reforça uma tendência conservadora e fundamentalista da categoria profissional, contraditória ao seu Projeto Ético-Político. Desta feita, observou-se a urgente necessidade de se debater temáticas sobre a diversidade sexual e de gênero dentro do Serviço Social, além de se realizar novos estudos sobre o assunto aqui em pauta, bem como promover ações de prevenção e sensibilização dos assistentes sociais em relação ao enfrentamento da violência homofóbica como uma das expressões da questão social a qual a todos compete combater.