Students’ evaluative judgment about homosexuality was mildly negatively correlated with their judgments about exclusion and teasing.
Higher scores in judging homosexuality to be right were associated with lower scores in choosing to exclude or tease 
Evaluative judgements were further correlated with various beliefs.
Beliefs rooted in individual rights and biology were positively related to evaluating homosexuality as acceptable, while those rooted in religious convention, informational assumptions and negative stereotypes were related to evaluating that homosexuality is wrong. 


Correlations among Judgments about homosexuality, Exclusion, and teasing, and beliefs about Homosexuality 

Predictors for Exclusion and teasing differed depending on whether the subject of the teasing/exclusion was a gay male or a lesbian.

Predictors of exclusion and teasing judgments 


On average, student judged excluding to be close to neither right nor wrong and teasing to be somewhat wrong. (M=2.44, SD=1.0 ; M=1.83; SD=.96)
There were no significant differences between the stories with gay male or lesbian targets
Girls were more likely to judge exclusion as wrong than boys, and more likely to judge teasing as wrong as males. 
Overall results could be further broken down into:

1. Justification
2. Evaluative Judgement
3. Beliefs

Overall Means 

To investigate heterosexual adolescents' attitudes towards their lesbian and gay peers, researchers collected data on four distinct measures: 1. Exclusion and teasing judgments, 2. Justifications of the treatment, 3. Evaluative judgments about homosexuality, and 4. Beliefs about homosexuality.

Measures of Heterosexual Adolescents' Attitudes Towards Lesbian and Gay Peers

 There are three broad categories:

1 .Overall Means

2. Correlations Among Judgements about Homosexuality, Exclusion, and  Teasing, and Beliefs about Homosexuality. 

3. Predictors of Exclusion and Teasing Judgements.

Pepperdine University

There are ongoing controversy regarding protecting the rights of LGBT students in school by providing education free from discrimination, harassment, and harm. 
The other side of this argument is that by protecting LGBT rights, that they are infringing on the rights of others to their individual belief about homosexuality.
The purpose of this study is to investigate these competing arguments and to explore issues by investigating the relationship between adolescents’ belief about homosexuality, and where they draw their beliefs from.

Heterosexual Students' Attitudes towards Sexual Orientation and How they Develop Them

Horn, S. S., Szalacha, L. A., & Drill, K. (2008). Schooling, sexuality, and rights: An investigation of heterosexual students' social cognition regarding sexual orientation and the rights of gay and lesbian peers in school. Journal of Social Issues, 64(4), 791–813. https://doi.org/10.1111/j.1540-4560.2008.00589.x

Schooling, Sexuality, and Rights: An Investigation of Heterosexual Students’ Social Cognition Regarding Sexual Orientation and the Rights of Gay and Lesbian Peers in School



1. There is evidence that adolescents’ social reasoning about lesbians and gay males is different and differentially impacts their judgements

2. Issues related to religious convention and social norms were less important in relation to adolescents’ judgements regarding the safety rights of lesbian and gay peers.

3. Adolescents’ social condition regarding sexual orientation is multinational, meaning homosexuality were related to, but not predictive of, judgements regarding safety rights of lesbian and gay peers

Learn Before

Related

Learn After