Anti-Sexism a Weapon of Anti-Homophobia: Investigating Homophobic and Sexist Language Among Middle School Students

 

Background: This study investigated the prevalence of homophobic (e.g. ‘gay’, ‘faggot’) and sexist (‘you run like a girl’) language in middle school in a large, urban, Canadian school board, employing the Homophobic Content Agent Target (HCAT) scale.  The HCAT is a 10-item valid and reliable measure of students’ agent and target roles in using homophobic language i.e. how often they used homophobic language towards a particular person and how often they were targeted with homophobic language by a particular person (e.g. a friend, an antagonist, a stranger).  By modifying the HCAT, a second scale (S-CAT) was created to investigate sexist content.  Research affirms the prevalence of homophobic language in high school and negative impacts on LGBT students and others. However, less research occurs among middle school, and even less explores both homophobic and sexist language with this group.  This study addresses those gaps, revealing an empirical relationship between homophobia and sexism.

Methods: Data were collected using a cross-sectional survey employing a stratified random sampling design.  Across 9 randomly selected schools, all students in grade 7 and 8 were invited to obtain active parental consent (n=488). The overall response rate was 20%.  The school sample represents 5% of all middle schools in the board and the student sample represents 5% of all middle school students in the board.  Girls represented 55% of participants and boys 45%.  Ethno-racial representation in the sample closely mirrored the school board census with 70% racialized students and 30% non-racialized (White).

Using the forward method of logistic regression in this exploratory study, four models were determined (one for each HCAT variable predicted) and each model had two significant predictors.  Gender and the S-CAT variables (to friends, by friends, to antagonists, by antagonists) were significant in each model as predictors of agents and targets of homophobic language.  The following variables did not contribute significantly in any of the models: age, grade, length of time in Canada, racial identity, and language spoken at home.

Results: Logistic regression analysis revealed students as agents of sexism to a friend once or more in the past week were 2.5 times more likely to use homophobic language towards a friend than those who never used sexist language, with boys 3 times more likely than girls to be agents of homophobic language towards a friend.  Boys more than girls, were more likely targets by friends and antagonists with homophobic language. Students using sexist language towards an antagonist at least once in the past week were 3.3 times more likely to use homophobic language to an antagonist than those who never use sexist language.  Students reporting sexist language as somewhat/very serious a problem were 17 times more likely to feel that homophobic language is a somewhat/very serious a problem.

Implications:  Findings suggest the conceptual link between homophobia and sexism has some empirical underpinnings.  School social work efforts combatting gender-based put downs may increase the ranks of students (boys particularly) taking sexist language seriously, simultaneously addressing sexism and homophobia and improving the school climate for all.