A multilevel analysis of school climate, homophobic name calling, and sexual harassment victimization/perpetration among middle school youth
Objective: Using multiinformant, multilevel modeling, this study examines the association between teacher/staff perceptions of school environment and student reports of homophobic name calling and sexual harassment. Method: Surveys were conducted with 1,447 teachers/staff and 3,616 6th grade students across 36 middle schools in the Midwest. Results: Bivariate associations revealed that when teachers perceive schools as committed to bullying prevention, students reported less homophobic name calling perpetration, sexual harassment perpetration, and sexual harassment victimization. When adults reported positive staff/student interactions, students endorsed lower levels of homophobic name calling perpetration and victimization and less sexual harassment perpetration. Higher teacher/staff reported gender equity was correlated with less homophobic name calling perpetration and victimization and sexual harassment perpetration. In a model with all school environment scales entered together, school commitment to prevent bullying was associated with less sexual harassment perpetration; in addition, higher gender equity and intolerance of sexual harassment at the school level was associated with fewer experiences of homophobic name calling perpetration and victimization and sexual harassment perpetration. Conclusions: Efforts to address gendered harassment should include support from the school administration and professional development opportunities for all teachers and staff. Adults in the school should create a culture that is intolerant of sexual harassment and supports equality between the girls and boys in the school.