2019/05/08 by María Victoria Carrera Fernández, María V. Carrera‐Fernández, Xosé Manuel Cid Fernández +5
Psychology · Social Sciences · #Bullying, Victimization, and Aggression #Gender Roles and Identity Studies #Social and Intergroup Psychology
paper · pdf · doi:10.1111/josh.12778
crossref issued 2019/05/08 · crossref published 2019/05/08 · crossref published-online 2019/05/08 · openalex publication_date 2019/05/08 · crossref created 2019/05/09 · crossref published-print 2019/07/01 · crossref deposited 2023/09/10 · openalex created_date 2025/10/10 · crossref indexed 2026/07/31 · openalex updated_date 2026/07/31
BACKGROUND: This study examined the combined influence of gender variables (specifically gender stereotypes, sexism, and genderism/transphobia) as well as racism/xenophobia and attitudes toward bullying roles on gender-bashing. METHODS: A trans-cultural sample of 2410 Spanish and Portuguese students participated in the study (mean age = 15.13). Structural equation modeling and multiple group analyses were used to examine the relationships among variables. RESULTS: The model revealed a good fit with the data for the whole sample. Results showed that instrumentality, hostile sexism, genderism/transphobia, racism/xenophobia, and positive attitudes toward the bully were positively correlated with gender-bashing. An inverse pattern was also observed: expressiveness, benevolent sexism, and positive attitudes toward the defender were negatively correlated with gender-bashing. Overall, the eight variables explained 48% of the variance of gender-bashing. Structural relationships among the assessed constructs were equivalent for girls and boys, and for Spain and Portugal. CONCLUSIONS: These results reveal the need to implement inclusive educational policies to improve school health, which promote expressiveness, egalitarian attitudes, and sexual and cultural diversity.