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<p>This study examined the relationship between perceived teacher prejudice and students’ positive attitudes toward lesbian, gay, and bisexual (LGB) peers. The research also investigated the mediating roles of students’ affinity for diversity and conformity to masculine norms, as well as the moderating effect of students’ gender. A sample of 539 secondary and high school students from two Mexican states completed self-report surveys. Path analyses were conducted using robust maximum likelihood estimation and cluster-robust standard errors to account for the nesting of students within schools. The results indicated that perceived teacher prejudice was not directly associated with students’ positive attitudes toward LGB peers. However, significant indirect effects were observed through both students’ affinity for diversity and their conformity to masculine norms. Furthermore, gender moderated these mediational effects: the negative impact of perceived teacher prejudice on students’ affinity for diversity and the positive effect on conformity to masculine norms were significantly stronger among male students than among female students. These findings highlight the critical role of educators in shaping students’ attitudes and underscore the importance of addressing teacher bias in school environments. Interventions designed to promote inclusivity and acceptance of sexual diversity should focus on reducing teacher prejudice and addressing gender-specific influences on student attitudes.</p>

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Influence of students’ perceptions of teachers’ prejudice on attitudes toward LGB peers: mediating roles of diversity affinity and masculine norms conformity, and the moderating role of gender

  • 期刊论文

  • 发表日期：

    2026年7月6日

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  • Ana Carolina Reyes-Rodríguez,
  • Angel Alberto Valdés-Cuervo,
  • Fernanda Inéz García-Vázquez,
  • Lizeth Guadalupe Parra-Pérez,
  • Agustín Morales-Álvarez

摘要

This study examined the relationship between perceived teacher prejudice and students’ positive attitudes toward lesbian, gay, and bisexual (LGB) peers. The research also investigated the mediating roles of students’ affinity for diversity and conformity to masculine norms, as well as the moderating effect of students’ gender. A sample of 539 secondary and high school students from two Mexican states completed self-report surveys. Path analyses were conducted using robust maximum likelihood estimation and cluster-robust standard errors to account for the nesting of students within schools. The results indicated that perceived teacher prejudice was not directly associated with students’ positive attitudes toward LGB peers. However, significant indirect effects were observed through both students’ affinity for diversity and their conformity to masculine norms. Furthermore, gender moderated these mediational effects: the negative impact of perceived teacher prejudice on students’ affinity for diversity and the positive effect on conformity to masculine norms were significantly stronger among male students than among female students. These findings highlight the critical role of educators in shaping students’ attitudes and underscore the importance of addressing teacher bias in school environments. Interventions designed to promote inclusivity and acceptance of sexual diversity should focus on reducing teacher prejudice and addressing gender-specific influences on student attitudes.