Stacey Horn | University of Illinois at Chicago (original) (raw)

Papers by Stacey Horn

The Oxford Handbook of Moral Development

Sexual and gender minority (SGM) populations frequently experience interpersonal and structural f... more Sexual and gender minority (SGM) populations frequently experience interpersonal and structural forms of oppression, discrimination, and other bias. This chapter discusses the development and expression of children’s and adolescents’ attitudes, beliefs, and behaviors related to sexual and gender diversity in the United States. The authors first consider social cognitive domain theory as a relevant framework for understanding the range of factors associated with heterosexual and cisgender youths’ attitudes, beliefs, and behaviors toward SGM youth, and discuss the importance of documenting the complex and multidimensional nature of these attitudes, beliefs, and behaviors through a lens of moral reasoning. Second, the authors discuss the development of alliances among heterosexual and cisgender youth, with attention to contact theory and experiences of other types of oppression. Finally, the authors examine SGM youths’ own engagement in activism and behaviors intended to disrupt hetero...

Journal of Social Issues

Using an accelerated longitudinal design, we investigated developmental changes in young peoples’... more Using an accelerated longitudinal design, we investigated developmental changes in young peoples’ evaluations of sexual harassment (SH) and how young peoples’ own experiences with harassment, their perceptions of teacher intervention, as well as how gender and sexual orientation related to their judgments. This study documented significant changes in adolescents’ evaluations of peer‐based SH from grades 7 to 10. Overall, there was a significant decrease in the extent to which youth judged SH to be wrong as they progressed through school. Yet, there was also significant variability across youth in their initial judgments at grade 7 and the extent to which their judgments changed over time. Youth judged SH to be less wrong at occasions when they reported engaging in this behavior more frequently. Conversely, youth judged SH to be more wrong at occasions where they saw teachers intervene. In grade 7, girls, youth more frequently reporting seeing teachers intervene, and youth reporting ...

Oxford Scholarship Online, 2017

This chapter focuses on salient internal and external supports and challenges situated within a b... more This chapter focuses on salient internal and external supports and challenges situated within a broader lifespan development framework for queer (e.g., queer, lesbian, gay, bisexual) emerging adults (EAs). The authors review indicators of, and disparities in, well-being, as well as the role of romantic and sexual partners, parents, family, and peer support in promoting healthy development. Challenges to positive development for queer EAs such as school harassment, lack of health-supporting education, and discriminatory laws and employment practices are reviewed alongside recent advances in rights. Research and practice recommendations for how to further improve educational and legal contexts to support the well-being of queer EAs are discussed. The developmentally situated and positive view of queer EA thriving taken in this chapter allows for the appraisal of experiences and opportunities to better support, and combat barriers to, healthy development for queer populations.

Psychology of Sexual Orientation and Gender Diversity, 2016

This study investigated the relationship among adolescents’ (n = 621) reports of perpetrating sex... more This study investigated the relationship among adolescents’ (n = 621) reports of perpetrating sexual and gender-based harassment and their beliefs about whether these behaviors cause harm, are wrong, or are prohibited by school policies. Results evidenced that beliefs about wrongness and harm were r

Group Processes & Intergroup Relations, 2016

Many studies have focused on mediated paths by which social dominance orientation (SDO) and right... more Many studies have focused on mediated paths by which social dominance orientation (SDO) and right-wing authoritarianism (RWA) predict prejudice; fewer have identified factors that moderate their effects. We applied social cognitive domain theory to test whether different ways of reasoning about antigay discriminatory acts moderated the association between SDO, RWA, and condoning antigay discrimination. Moral reasoning (e.g., emphasizing fairness, equality) and personal reasoning (e.g., emphasizing individual interests, qualifications) attenuated the association between SDO, RWA, and condoning discriminatory resource denial in general and religious-specific contexts. Conventional reasoning (e.g., emphasizing group norms, rules) magnified the association between SDO, RWA, and condoning resource denial, but only in a religious-specific context. Findings highlight the need to examine moderators of SDO and RWA effects in effort to disrupt discrimination by those most likely to engage in it.

Sexual Orientation, Gender Identity, and Schooling, 2016

Bullying and harassment are frequently linked to issues of bias and discrimination. Bullying an... more Bullying and harassment are frequently linked to issues of bias and discrimination. Bullying and harassment based on sexual orientation and gender identity (SOGI) comprise some of the most common forms of harassment in schools and can affect the health and functioning of all youth. In this chapter, the authors introduce Comprehensive School Transformation (CST), a new approach for addressing bias-motivated bullying and harassment, broadly, and SOGI-related harassment, specifically. This approach includes tailoring and coordinating efforts in seven key domains to the unique needs of each school context. The chapter includes support for the CST model and resources that schools can use to start the CST process in their contexts.

Advances in Child Development and Behavior, 2016

The purpose for this study was to investigate adolescents’judgments about the appropri-ate punish... more The purpose for this study was to investigate adolescents’judgments about the appropri-ate punishment of other adolescents for accused transgressions in situations where stereotype information was present or absent. Ninety-two male and 85 female, predomi-nantly European-American, ninth-grade adolescents made judgments about the appro-priateness of punishing members of social reference groups for accused transgressions about which there was no clear evidence that the students from the group actually com-mitted the transgressions. In two of the four conditions the accused transgressions were consistent with group stereotypes whereas in the other two conditions the accused trans-gressions were inconsistent with group stereotypes. The majority of adolescents judged the act of punishing a group without proper evidence as wrong and used moral reasons to justify those decisions. Stereotypes are expectations about the characteristics of social groups (Fiske, 1998; Leyens, Yzerbyt, & Schadro...

Issues in Teacher …, 2010

Abstract: In 2005, a group of faculty who work in the field of teacher education and are invested... more Abstract: In 2005, a group of faculty who work in the field of teacher education and are invested in social justice formed a group to examine how teacher preparation programs address (or often do not address) LGBTQ lives and issues. Concern about the invisibility ...

Título:-No puede evitarlo, nació así‖. Las creencias de los adolescentes sobre el origen de la ho... more Título:-No puede evitarlo, nació así‖. Las creencias de los adolescentes sobre el origen de la homosexualidad y el prejuicio sexual. Resumen: En este trabajo se examinaron las creencias de los adolescentes (N=1069) sobre el origen de la homosexualidad y cómo estas creencias se relacionan con sus juicios y razonamientos acerca de la homosexualidad, su grado de bienestar al interactuar con adolescentes gays y lesbianas, y sus juicios y razonamiento sobre la manera en que deben ser tratados. A partir del análisis de clases latente se establecieron cuatro perfiles sobre las creencias acerca del origen de la homosexualidad: elección/socialización temprana, elección, socialización y origen biológico. Los resultados muestran que los adolescentes que se basan en la socialización para explicar el origen de la homosexualidad tienden a evaluarla negativamente, se sienten menos cómodos al interactuar con iguales gays y lesbianas, y no suelen considerar que la exclusión y las burlas hacia gays y lesbianas sean algo negativo. En cambio, los adolescentes que utilizan argumentos biológicos tienden en menor medida a evaluar la homosexualidad como algo negativo, se sienten más cómodos al interactuar con gays y lesbianas y es más probable que evalúen la exclusión y las burlas como algo negativo. Además, los resultados muestran que las creencias sobre el origen se relacionan también con el tipo de razonamiento (moral, convencional, personal) que emplean los adolescentes ante estas cuestiones.

T wo proposed U.S. federal laws would provide explicit protection for lesbian, gay, bisexual, tra... more T wo proposed U.S. federal laws would provide explicit protection for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students in public schools. These federal laws follow actions by many states and school districts to define and implement laws or policies to protect the safety of LGBTQ students in schools. Research during the past decade has shown that LGBTQ youth are a vulnerable population, and that the negative school experiences of LGBTQ students often contribute to their vulnerability. This Social Policy Report reviews research relevant to these federal, state, and local laws and policies. Research on sexual orientation/identity development is reviewed, with attention to the growing numbers of youth that “come out” or disclose their LGBTQ identities to others during their school-age years. Schools are often hostile environments for LGBTQ students; this evidence is considered along with research on the consequences for compromised achievement and emotional a...

Journal of Research on Adolescence

Child Development Perspectives

Social Policy Report

T wo proposed U.S. federal laws would provide explicit protection for lesbian, gay, bisexual, tra... more T wo proposed U.S. federal laws would provide explicit protection for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students in public schools. These federal laws follow actions by many states and school districts to define and implement laws or policies to protect the safety of LGBTQ students in schools. Research during the past decade has shown that LGBTQ youth are a vulnerable population, and that the negative school experiences of LGBTQ students often contribute to their vulnerability. This Social Policy Report reviews research relevant to these federal, state, and local laws and policies. Research on sexual orientation/identity development is reviewed, with attention to the growing numbers of youth that "come out" or disclose their LGBTQ identities to others during their school-age years. Schools are often hostile environments for LGBTQ students; this evidence is considered along with research on the consequences for compromised achievement and emotional and behavioral health. We then review strategies in education policy and practice that are associated with well-being for LGBTQ (and all) students.

Advances in Child Development and Behavior, 2016

The Oxford Handbook of Moral Development

Journal of Social Issues

Oxford Scholarship Online, 2017

Psychology of Sexual Orientation and Gender Diversity, 2016

Group Processes & Intergroup Relations, 2016

Sexual Orientation, Gender Identity, and Schooling, 2016

Advances in Child Development and Behavior, 2016

Issues in Teacher …, 2010

Journal of Research on Adolescence

Child Development Perspectives

Social Policy Report

T wo proposed U.S. federal laws would provide explicit protection for lesbian, gay, bisexual, tra... more T wo proposed U.S. federal laws would provide explicit protection for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) students in public schools. These federal laws follow actions by many states and school districts to define and implement laws or policies to protect the safety of LGBTQ students in schools. Research during the past decade has shown that LGBTQ youth are a vulnerable population, and that the negative school experiences of LGBTQ students often contribute to their vulnerability. This Social Policy Report reviews research relevant to these federal, state, and local laws and policies. Research on sexual orientation/identity development is reviewed, with attention to the growing numbers of youth that "come out" or disclose their LGBTQ identities to others during their school-age years. Schools are often hostile environments for LGBTQ students; this evidence is considered along with research on the consequences for compromised achievement and emotional and behavioral health. We then review strategies in education policy and practice that are associated with well-being for LGBTQ (and all) students.

Advances in Child Development and Behavior, 2016