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Influence of multicultural curriculum and role models on high school students’ willingness to intervene in anti-LGBTQ harassment

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  • Wernick, Laura J.
  • Espinoza-Kulick, Alex
  • Inglehart, Milo
  • Bolgatz, Jane
  • Dessel, Adrienne B.

Abstract

Research suggests that, through direct intervention and role modeling, student peers may be particularly well-suited to address bullying and discrimination based on gender and sexuality. To investigate the factors predicting students’ self-reported intervention behaviors when witnessing harassment based on sexual orientation and gender identity, this study analyzes youth-led survey data collected at five Midwestern high schools (n = 1046). The sample was majority white (65.8%), cisgender (90.8%), and heterosexual (78.4%). We found that in addition to overall school climate and witnessing others intervene, schools having race-related curriculum significantly predicted intervention behaviors around gender and sexuality and that LGBTQ-related curricula did not predict such actions. The authors propose that the discrepancy may be due to an association between race curricula and social justice frameworks, in contrast with the emphasis on individuality and health in LGBTQ-inclusive curricula.

Suggested Citation

  • Wernick, Laura J. & Espinoza-Kulick, Alex & Inglehart, Milo & Bolgatz, Jane & Dessel, Adrienne B., 2021. "Influence of multicultural curriculum and role models on high school students’ willingness to intervene in anti-LGBTQ harassment," Children and Youth Services Review, Elsevier, vol. 129(C).
    • Handle: RePEc:eee:cysrev:v:129:y:2021:i:c:s0190740921002875
    DOI: 10.1016/j.childyouth.2021.106211
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    1. Wernick, Laura J. & Kulick, Alex & Inglehart, Marita H., 2013. "Factors predicting student intervention when witnessing anti-LGBTQ harassment: The influence of peers, teachers, and climate," Children and Youth Services Review, Elsevier, vol. 35(2), pages 296-301.
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