Homophobic bullying in secondary schools: a cross age and gender analysis into young people’s views of name-calling

Cross, Will (2013). Homophobic bullying in secondary schools: a cross age and gender analysis into young people’s views of name-calling. University of Birmingham. Ap.Ed.&ChildPsy.D.

PDF - Redacted Version

Download (11MB)
[img] Cross13Ap.Ed.&ChildPsy_2.pdf
PDF - Redacted Version
Restricted to Repository staff only until 1 December 2023.

Download (2MB)


Research pertaining to homophobic name-calling has largely focused on prevalence rates and the negative long-term effects on Lesbian, Gay and Bisexual (LGB) populations without considering the intention behind the use of the language, leading to an assumption the language used in these incidents is intentionally homophobic. This small-scale exploratory study focused on gathering the cross age and gender perspectives of male and female young people in years 7 (age 11-12) and 10 (age 14-15) from one secondary school, to illuminate whether they perceive name-calling, involving the word ‘gay’ to be bullying, harmful and intentionally homophobic. The study adopted a qualitative approach to research methodology to gain a richer understanding of young people’s perspectives, where single–sex focus groups were used to collect qualitative data, which were analysed through thematic analysis.
Key findings from the study suggest there is agreement over age and between genders that using the word ‘gay’ is not intentionally homophobic or harmful. The study also highlights that the intent of the language is complex and dependent upon a number of factors including: the relationship between the user and receiver; whether they are friends or not and how the words are said. The language can be used as a form of joking, social bonding, expressing opinions and perceived as a common discourse amongst young people where there is no associated implication to sexuality. Further implications for anti-bullying and Educational Psychology practice are discussed, with a focus on developing an understanding of the use and intent of name-calling in schools at systemic and socio-cultural levels.

Type of Work: Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)
Award Type: Doctorates > Ap.Ed.&ChildPsy.D.
College/Faculty: Colleges (2008 onwards) > College of Social Sciences
School or Department: School of Education
Funders: None/not applicable
Subjects: H Social Sciences > H Social Sciences (General)
H Social Sciences > HN Social history and conditions. Social problems. Social reform
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
L Education > LC Special aspects of education
URI: http://etheses.bham.ac.uk/id/eprint/4420


Request a Correction Request a Correction
View Item View Item


Downloads per month over past year