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dc.contributor.authorNavarra, Joseph
dc.date.accessioned2021-09-07T21:05:24Z
dc.date.available2021-09-07T21:05:24Z
dc.date.issued2011-10-01
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4668
dc.description.abstractImplications of bullying and homophobic remarks heard in school can be harmful to students and create an unsafe school environment. Lesbian, gay, bisexual and transgender youth are often targets of negative and derogatory comments (GLSEN, 2009). This paper defines homophobic bullying, specifically in school settings, and addresses key issues. Several issues researched in this paper include; the implications of harassment, absenteeism, academics, and the roles of personal characteristics of students who heard homophobic remarks in schools. The research addresses the significance of students who report victimization of negative and harmful remarks. Resiliency and risk factors of students are essential issues addressed in an effort to understand the overall effects of homophobic bullying and negative remarks heard in schools. Finally, the paper addresses the importance of continued proactive efforts to reduce and eliminate bullying and homophobia in schools.
dc.subjectHomophobia
dc.subjectHomophobic Bullying
dc.subjectLGBT
dc.subjectGLSEN
dc.subjectRisk Factors
dc.subjectSchool Climate
dc.titleUrban High School Climate: Students’ Perceptions of Bullying and Homophobic Remarks in School
dc.typethesis
refterms.dateFOA2021-09-07T21:05:24Z
dc.description.institutionSUNY Brockport
dc.description.departmentCounselor Education
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleCounselor Education Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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