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Open Access De invloed van kleine contexten op homonegatieve houdingen onder Nederlandse middelbare scholieren

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Abstract

Effects of small-scale settings on homonegativity among Dutch secondary school students

We model three forms of homonegativity among Dutch secondary school students: overall deprecation of same-sex love, dislike of kissing in public between two persons of the same sex, and keeping homosexuals at a distance. Guided by the hypothesis that stronger integration into any of society’s groups makes for more adherence to any of their norms, we estimate effects of individual education, ethnicity and sex, as well as several settings (contexts), like the composition of the student population of schools and their classes, a school’s sexual diversity program, friends, neighbourhoods, parents, and sport clubs. Parameters of cross-classified linear regression models show that education has a weaker impact than several settings. Students with gayfriendly parents and friends are more positive themselves, while students in classes with many homonegative students are more homonegative. Male, but not female, students who sport intensively are more homonegative. School programs on sexual diversity lower homonegativity of individual students by way of fewer homonegative classmates.
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Keywords: contextual effects; cross-classified linear regression models; homonegativity; integration hypothesis; secondary school students

Document Type: Research Article

Affiliations: 1: Joris Blaauw MSc studeerde Social and Cultural Science aan de Radboud Universiteit. Tegenwoordig werkt hij als Statenonderzoeker bij de griffie van de provincie Drenthe. Correspondentieadres: Joris Blaauw, Statengriffie Drenthe, Postbus 122, 9400 AC Assen., Email: [email protected] 2: Prof. dr. Wout Ultee werd in 1987 hoogleraar aan de Radboud Universiteit en ging met emeritaat in 2011.

Publication date: August 1, 2016

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