Exploratory Validation of an LGBTQ Bullying Prevention Instrument for Middle School Teachers

Alexa Lauren Danoff, Fordham University


The purpose of this study was to understand what is being accomplished in middle school classrooms to proactively promote understanding of gender and sexuality differences. Drawing on the literature of bullying prevention and LGBTQ education, the study explored: (1) to what extent an original LGBTQ Bullying Questionnaire effectively assessed the dimensions of a pre-existing bullying prevention model as it pertains to LGBTQ bullying and victimization, and (2) whether there were patterns in practices and beliefs based on demographic variables, including the teacher’s age, gender, sexual orientation, race, education, number of years teaching, tenure status, geographic region, and grade level and/or subject. Findings confirmed a factor structure that aligned closely with the pre-existing bullying prevention model and demonstrated strong psychometric properties. Moreover, there were significant demographic differences in terms of teachers’ age, level of education, and number of years teaching across some of the dimensions of the LGBTQ Bullying Questionnaire. Implications for future research on LGBTQ education programs and the use of the LGBTQ Bullying Questionnaire are discussed.

Subject Area

LGBTQ studies|Educational sociology|Middle School education

Recommended Citation

Danoff, Alexa Lauren, "Exploratory Validation of an LGBTQ Bullying Prevention Instrument for Middle School Teachers" (2021). ETD Collection for Fordham University. AAI28156580.