A homofobia como uma das faces do bullying: análise em periódicos científicos da Educação Física / Homofophobia as one of the faces of the bullying: in analysis in scientific newspapers of Physical Education / La homofobia como una de las caras del bullying: análisis em revistas de Educación Física

Considerando a incidência das questões de gênero nas escolas, as mais variadas formas de bullying e a alta expressividade desse fenômeno nas aulas de Educação Física escolar, tivemos como objetivo mapear artigos a respeito dessa temática em quatro periódicos da área, bem como sua possível relação com a homofobia ou bullying homofóbico. Estabelecemos algumas questões norteadoras, a saber: Com que intensidade os principais periódicos da Educação Física trazem artigos voltados para a discussão do bullying? Quais as principais características e os principais objetivos dessas investigações? Existem artigos que estabelecem relação entre o fenômeno bullying e a homofobia? O resultado encontrado assinala escassos os estudos sobre o bullying e a homofobia, sendo poucas também as estratégias possíveis de intervenção e alternativas para minimizar seus eventuais conflitos. Acerca da discussão sobre bullying homofóbico não foram encontrados resultados em nossa pesquisa.

Considering the incidence of gender issues at schools, the most different kinds of bullying and the high expressive incidence of this phenomenon happens in Physical Education classes. We established like thas ane objective to map articles about this thematic in four journals from Physical Education area. Said that, we tried to see a possible relation between the homophoby and the homophobic bullying throughout these journals. We established some guiding issues, for instance: How often do the main Physical Education journals bring overturned articles for discussion of bullying? What are the main characteristics and main objectives of these investigations? Are there articles that link bullying and homophobia? The result has pointed out that there are rare studies on bullying and homophobia, being few also are possible intervention strategies and alternatives to minimize possible conflicts. The discussion of homophobic bullying did not appear in any of our investigation.

Considerando la incidencia de las cuestiones de genero en las escuelas, las mas variadas formas de bullying y la alta expresividad de este fenómeno en las clases de Educación Física escolar, establecemos como objetivo mapear artículos al respecto de esta temática en cuatro periódicos del área de Educación Física bien como su posible relación con la homofobia o bullying homofóbico. Establecemos algunas cuestiones norteadoras: ¿Con que intesidad los principales periódicos de la Educación Física traen artículos volteados para la discusión del bullying? ¿Cuáles son las principales características y los objetivos principales de estas investigaciones? ¿Existen artículos que establecen relación entre el fenómeno bullying y la homofobia? El resultado encontrado señala escasos estudios sobre el bullying y homofobia, es muiy pocos las posibles estrategias de intervención y alternativas para minimizar los eventuales conflictos. La discusión de bullying homofóbico no presento resultados en nuestra investigación.

Study on homophobic bullying in Portugal using Multiple Correspondence Analysis (MCA) / Estudio sobre Bullying Homofóbico en Portugal con recurso al Análisis de Correspondencias Múltiples (ACM)

Educational institutions, as well as political, social and scientific discourses, have contributed towards discrimination and violence against people with non-normative sexual orientations. Acts of violence among peers (bullying) motivated by homophobia occur on a frequent basis in school contexts. This study aims to identify the patterns in which homophobic bullying (victim identified) takes place in Portuguese schools using Multiple Correspondence Analysis. This study involved the application of a questionnaire to people of both sexes before obtaining a total of 171 participants reporting themselves as victims of homophobic bullying in schools. Following the identification of eight indicators and the selection of two dimensions, while also structuring the axes in accordance with the representation space, four patterns of homophobic bullying could be identified: masculine violence, feminine violence, violence with less perceived impact, and violence with greater perceived impact. These different patterns have allowed us to learn about the different ways in which peer violence takes place in schools and its possible effects. Among the main study conclusions, it is highlighted how male participants were victims of violence at an earlier age than female participant victims. Another key finding is the complete lack of cases in which the aggressors were only female. Finally, a common conclusion to all participants, encapsulates how none of the victims reported the violence to their families for fear of losing family support by revealing a non-heterosexual orientation.

Las instituciones educativas, así como los discursos sociales, políticos y científicos, han contribuido a la discriminación y a la violencia contra las personas con orientaciones sexuales no normativas. Incluso en el contexto escolar suceden actos de violencia entre iguales (bullying) motivados por la homofobia. El estudio tiene como objetivo identificar los patrones en que ocurre el bullying homofóbico (identificado por las víctimas) en las escuelas portuguesas, recurriendo a un Análisis de Correspondencias Múltiples. Este estudio se basa en un cuestionario en línea realizado a personas de ambos sexos, hasta un total de 171 participantes que manifestaron haber sido víctimas de bullying homofóbico en las escuelas. Con la identificación de 8 indicadores y la selección de 2 dimensiones como ejes estructurales del espacio de las representaciones fue posible identificar 4 patrones del bullying homofóbico: la violencia en el masculino, la violencia en el femenino, la violencia con menor impacto percibido y la violencia con mayor impacto percibido. Estos patrones de diferentes características nos han permitido reconocer diferentes formas en que tiene lugar la violencia entre iguales en las escuelas y sus posibles efectos. Entre las principales conclusiones del estudio destaca el hecho de que los participantes de sexo masculino fueron víctimas de violencia en edades más tempranas, mientras que las participantes de sexo femenino fueron víctimas en edades más avanzadas. Otra conclusión principal devela que no existe ningún caso en el que los sujetos agresores fueran únicamente de sexo femenino. Una conclusión más, común a todos los patrones identificados, es que ninguna víctima contó la violencia sufrida a la familia, por temor a perder el apoyo familiar al revelar una orientación sexual no heterosexual.

Intimidation homophobe, stratégies d'adaptation et intégration de l'orientation sexuelle / Homophobia, coping strategies, and sexual identity formation among LGBT youths

Cette étude examine l'impact de l'intimidation homophobe et des stratégies d'adaptation sur 6 dimensions de l'intégration de l'orientation sexuelle (OS) à partir d'un échantillon de 262 jeunes LGBT. Un modèle de régression linéaire a été réalisé pour chaque dimension, avec la victimisation homophobe et les stratégies d'adaptation comme principales variables indépendantes d'intérêt. La victimisation homophobe était associée à une plus faible affirmation de l'OS et à davantage d'homophobie/biphobie intériorisée, de préoccupations relatives au jugement d'autrui, de confusion identitaire, de dissimulation et de difficultés d'acceptation de l'OS. Les stratégies d'adaptation centrées sur la résolution de problèmes étaient associées à davantage de préoccupations relatives au jugement d'autrui alors que celles centrées sur l'évitement étaient associées à davantage de préoccupations relatives au jugement d'autrui et de difficulté d'acceptation de l'OS. Les résultats appuient l'importance de poursuivre la lutte à l'homophobie/biphobie et de mieux outiller les jeunes pour soutenir l'intégration positive de leur OS

Sexual minority youths (SMY) face challenges in consolidating their sexual identity because of heterosexism. The role of homophobic bullying and coping strategies in the formation of sexual identity has been explored within a convenient sample of 262 sexual minority youths. Six dimensions of sexual identity formation have been tested, independent variables being: homophobic bullying, coping strategies (avoidance and problem-solving), age, gender, migration trajectory, residency, sexual attraction and time elapsed since the realization of the sexual identity difference. Homophobic bullying was associated with a lower score of sexual identity affirmation and higher scores of identity concealment, internalized homo/bi-phobia, acceptance concern, identity uncertainty and process difficulty. Problem-solving coping strategies were associated with acceptance concerns. Avoidance coping strategies were associated with higher scores of acceptance concern and process difficulty in accepting non-heterosexual identity. Results confirm the importance of homo/bi-phobia prevention in order to help SMY in sexual identity consolidation

Internalized homophobia as a partial mediator between homophobic bullying and self-esteem among youths of sexual minorities in Quebec (Canada) / Homofobia internalizada como mediador parcial do bullying homofóbico e autoestima entre jovens de minorias sexuais em Quebec (Canadá)

Verbal/psychological homophobic bullying is widespread among youths of sexual minorities. Homophobic bullying has been associated with both high internalized homophobia and low self-esteem. The objectives were to document verbal/psychological homophobic bullying among youths of sexual minorities and model the relationships between homophobic bullying, internalized homophobia and self-esteem. A community sample of 300 youths of sexual minorities aged 14 to 22 years old was used. A structural equation model was tested using a nonlinear, robust estimator implemented in Mplus. The model postulated that homophobic bullying impacts self-esteem both directly and indirectly, via internalized homophobia. 60.7% of the sample reported at least one form of verbal/psychological homophobic bullying. The model explained 29% of the variance of self-esteem, 19.6% of the variance of internalized homophobia and 5.3% of the verbal/psychological homophobic bullying. The model suggests that the relationship between verbal/psychological homophobic bullying and self-esteem is partially mediated by internalized homophobia. The results underscore the importance of initiatives to prevent homophobic bullying in order to prevent its negative effects on the well-being of youths of sexual minorities.

A homofobia verbal/psicológica (bullying homofóbico) é comum entre jovens de minorias sexuais. Está associada com homofobia internalizada e baixa autoestima. Os objetivos foram documentar o bullying homofóbico verbal/psicológico entre jovens de minorias sexuais e modelar a relação entre o bullying homofóbico, homofobia internalizada e autoestima. Foi utilizada uma amostra da comunidade com 300 jovens de minorias sexuais, na faixa etária entre 14 a 22 anos. Foi testado um modelo de equação estrutural usando um estimador não linear, robusto, implementado no Mplus. O modelo postula que o bullying homofóbico tem impacto na autoestima, direta e indiretamente, via homofobia internalizada. Os resultados apontaram que 60,7 % da amostra relataram pelo menos uma forma de bullying homofóbico verbal/psicológico. O modelo explicou 29% da variância da autoestima, 19,6% da variância da homofobia internalizada e 5,3 % do bullying homofóbico verbal/psicológico. O modelo sugere que a relação entre bullying homofóbico verbal/psicológico, assédio moral e autoestima é parcialmente mediada por homofobia internalizada. Os resultados sublinham a importância de iniciativas para prevenir o bullying homofóbico, evitando os efeitos negativos sobre o bem-estar dos jovens de minorias sexuais.