La violencia homofóbica en la escuela peruana y sus particularidades respecto a otros tipos de violencia escolar: Una exploración cuantitativa

• Cuba Varas, Lucero ^[1] ; Osores Gonzáles, Tomás ^[2]
  1. [1] Pontificia Universidad Católica del Perú

     Pontificia Universidad Católica del Perú

     Perú

     
  2. [2] Ministerio de Desarrollo e Inclusión Social
• Localización: Revista peruana de Investigación Educativa, ISSN 2076-6300, ISSN-e 2077-4168, Vol. 9, Nº. 9, 2017 (Ejemplar dedicado a: Tema libre), págs. 139-169
• Idioma: español
• Títulos paralelos:
  • Homophobic violence in the peruvian school and its peculiarities with respect to other types of school violence: a quantitative exploration
• Enlaces
  • Texto completo
• Resumen
  • español

    El presente artículo analiza las características de la denominada «violencia homofóbica» en la escuela (aquella ejercida hacia los y las estudiantes que declaran que son agredidos por ser reconocidos bajo las categorías de «maricón», «gay», «lesbiana» o «machona»). Así mismo, identifica sus particularidades y diferencias frente a otros tipos de violencia escolar (como aquellas se reconoce que están causadas por el origen étnico, la discapacidad física, el estatus socioeconómico, entre otras). Sobre la base de la Encuesta de Convivencia Escolar de la prueba piloto de la Evaluación Censal de Estudiantes 2013, aplicada a 47.114 estudiantes de quinto de secundaria, se construyeron subpoblaciones de afectados por violencia homofóbica, así como por violencia en general. A partir de un análisis descriptivo y comparativo, se encontró una relación entre el hecho de ser afectado por violencia escolar homofóbica, y el ser hombre y de escuela urbana. Además, se halló que, en comparación con los afectados por otras violencias, el subgrupo afectado por violencia homofóbica se encontraría en una situación más vulnerable, tanto por la mayor frecuencia del hostigamiento como por sus percepciones del clima escolar, el bienestar subjetivo, el bajo rendimiento, el consumo de sustancias y su exposición a la violencia en otros entornos. Mediante una primera exploración cuantitativa para escuelas de todo el país, se destaca, finalmente, la posibilidad de sugerir nuevas preguntas tanto sobre la violencia homofóbica como sobre distintos aspectos de la convivencia escolar.

  • English

    This article analyzes the characteristics of the «homophobic violence» at schools (the one applied to students who declare they are assaulted for being recognized as «gay» or «lesbian») and, in the same way, it identifies its particularities and differences from other types of school violence (like those recognized to be caused by ethnic origin, physical disability or socioeconomic status). Based on the census-based National Student Assessment 2013 (questionnaire on school interactions), applied to final high school grade (5th) students, two sub populations were identified: those affected by both homophobic violence and violence in general. Following a descriptive analysis, binomial logistic regression models were constructed for both sub populations. A direct correlation was found between being affected by homophobic school violence and the fact of being a man and attending an urban school. Likewise, it was showed that, in comparison with those affected by other kinds of violence, the homophobic violence victims are in a more vulnerable situation, both by the higher prevalence of harassment as well as their perceptions of the school climate, subjective well-being, and, finally, as reporting poor performance, substance use, and exposure to violence in other settings. Being a first quantitative exploration for Peruvian schools, the possibility of suggesting new questions about homophobic violence, as well as the pieces of school life, stand out.This article analyzes the characteristics of the «homophobic violence» at schools (the one applied to students who declare they are assaulted for being recognized as «gay» or «lesbian») and, in the same way, it identifies its particularities and differences from other types of school violence (like those recognized to be caused by ethnic origin, physical disability or socioeconomic status). Based on the census-based National Student Assessment 2013 (questionnaire on school interactions), applied to final high school grade (5th) students, two sub populations were identified: those affected by both homophobic violence and violence in general. Following a descriptive analysis, binomial logistic regression models were constructed for both sub populations. A direct correlation was found between being affected by homophobic school violence and the fact of being a man and attending an urban school. Likewise, it was showed that, in comparison with those affected by other kinds of violence, the homophobic violence victims are in a more vulnerable situation, both by the higher prevalence of harassment as well as their perceptions of the school climate, subjective well-being, and, finally, as reporting poor performance, substance use, and exposure to violence in other settings. Being a first quantitative exploration for Peruvian schools, the possibility of suggesting new questions about homophobic violence, as well as the pieces of school life, stand out.