Revalidating a Measure of Parents' Attitudes Toward Gender and Sexuality Diversity-Inclusive Curricula in an Australian National Sample.

This paper details revalidation of a higher-order (HO) version of the Parental Attitudes Toward Inclusiveness Instrument (PATII), measuring parents' attitudes toward curricular inclusivity of gender and sexuality diversity. The 48-item scale includes two HO factors: Supports and Barriers, and one first-order factor: Parental Capability. Responses from parents of government-school students (N = 2093) provided evidence for scale reliability, validity, and measurement invariance.

Students' perceptions of the rules and restrictions of gender at school: A psychometric evaluation of the Gender Climate Scale (GCS).

Research in the field of gender and sexuality diversity and, more specifically, negative attitudes toward gender and sexuality diverse individuals, has acknowledged the relationship between individuals' endorsement of sex-differentiated, normative gender roles and their attitudes toward gender and sexuality diversity. Such work has highlighted how normative expectations of gender, drawn from binarized gender roles, sit at the heart of homophobic and transphobic attitudes. Previous research in high school settings has measured gender and sexuality diverse (GSD) students' experiences of homo/transphobic harassment as an element of 'school climate' with regard to acceptance of gender and sexuality diversity. However, to date, no research has measured GSD students' perceptions about how valued binarized, gender-normative roles are at their schools, or the ways in which these norms might impact, and potentially constrain, these students' academic and social schooling lives. The aim of the present study was to address this gap by developing and testing a new, multidimensional measure (the Gender Climate Scale; GCS) of GSD students' ideas about how gender norms function within their school. Using a convenience sample of 2,376 Australian high school students who identify as GSD, the GCS was evaluated for its reliability, construct, and criterion validity and measurement invariance using confirmatory factor analysis (CFA) methods. Findings revealed that the estimates produced from the GCS were reliable, valid, and invariant across student reported gender (male/female/non-binary) and location (urban/rural). Criterion validity was supported, with GCS factors representing the promotion of traditional gender roles in the schooling environment negatively associated with perceived school belonging and inclusion and positively associated with bullying and social isolation. Future research with the GCS can inform school and curriculum policy on this important measure of school climate, not just for GSD students but for whole student cohorts.

Parental Attitudes Towards Inclusiveness Instrument (PATII): Psychometric evaluation of a new instrument measuring parental beliefs about gender and sexuality diversity inclusions in schools.

Despite ad hoc claims that parents often are in opposition to a schooling curriculum that is inclusive of gender and sexuality diversity, there exists no research to date that has canvassed the reasons why parents may oppose or support such educational policy via a psychometrically sound instrument. The aim of the present study was to address this gap by developing and testing a new, multidimensional measure of the theorized nature of parental attitudes towards inclusiveness, the Parental Attitudes Towards Inclusiveness Instrument (PATII). The pilot sample of 998 parents who had a child attending school in any grade from Kindergarten to Year 12 were drawn from the United Kingdom (UK) and the United States (U.S.) via the online recruitment platform, Prolific. The PATII was evaluated for its reliability using McDonald's omega, construct and criterion validity, and measurement invariance utilizing exploratory structural equation modelling (ESEM), with initial ESEM analyses also compared to traditional confirmatory factor analysis (CFA) methods. Scores derived from this measure and inferences based upon those scores were reliable, valid, and also invariant across sex, religiosity, and nationality groups within this sample. Parental sex, religiosity, and nationality group membership were differentially correlated with support for and opposition to an inclusive curriculum. Lastly, the criterion validity of the PATII was supported, with the instrument's factors differentially correlated to parents' desired providers of inclusive education as predicted. Future national and international use of the PATII offers a critical first step to informing school and curriculum policy on inclusivity.

Gay, Bisexual, and Queer Men's Attitudes and Understandings of Intimate Partner Violence and Sexual Assault.

Gay, bisexual, and queer (GBQ) men experience significant rates of intimate partner violence (IPV) and sexual assault (SA); however, there is limited research into their attitudes and understandings of IPV and SA. This article presents the findings of a 2018 survey of 895 GBQ men currently residing in Australia, focused on their views and experiences of healthy and unhealthy relationships. The survey included quantitative and open-ended qualitative questions. The findings presented in this article are primarily descriptive, with cross-tabulations and t tests to demonstrate significant differences between groups and correlational statistics to outline associations between variables. Qualitative data were coded under broad themes. The study found a considerable proportion of men (three in five) identified that they had experienced an unhealthy or abusive relationship in the past, with minimal disclosure to police or health services. Men with a history of partner abuse or violence were more likely to report binge drinking or drug use and more likely to know a friend who had abused his partner. 40% of the sample had witnessed an incident of relationship violence between GBQ men, and two-thirds intervened in the violence in some way. The findings of this study underscore the need to engage GBQ men in discussions about respectful relationships, address the role of alcohol and drugs in GBQ socialization and relationships, and provide bystander skills for men to intervene in situations of aggression or violence between men in relationships.

Are Services Inclusive? A Review of the Experiences of Older GSD Women in Accessing Health, Social and Aged Care Services.

The review aimed to examine the views and experiences of ageing gender and sexually diverse (GSD) women-a triple minority in relation to their age, gender and sexual orientation-in accessing health, social and aged care services. Eighteen peer reviewed articles identified from seven electronic databases in health and social sciences were evaluated according to predefined criteria and a thematic review methodology drawing upon socio-ecological theory was used to analyse and interpret the findings. Four major themes were identified from the analysis: "The Dilemma of Disclosure", "Belonging/Connection", "Inclusiveness of Aged Care" and "Other Barriers to Access Care". In the dilemma of disclosure, older GSD women consider factors such as previous experiences, relationship with the provider and anticipated duration of stay with the provider before disclosing their sexual identifies. The review also revealed that aged care services lack inclusiveness in their policies, advertising materials, aged care spaces and provider knowledge and attitude to provide sensitive and appropriate care to GSD women. Overall, older GSD women experience multiple and multilevel challenges when accessing health, aged and social services and interventions are needed at all levels of the socio-ecological arena to improve their access and quality of care.