Discrimination and inequality on the basis of gender and sexual diversity
remain prevalent in today’s society (Beck et al., 2010; Dispenza et al., 2012;
Dugan et al., 2012; Barrientos and Cárdenas, 2013). These situations of exclusion
and rejection show the need to train individuals and organizations in the prevention
of violence, harassment and inequality (Kattari et al., 2018). Teacher training, both
initial and ongoing, is a fundamental axis of action, and consequently, the study of
the opinions and beliefs of students and teachers on these issues. This research,
therefore, analyses the sexist and prejudiced attitudes toward homosexuality of future
teachers in the Spanish educational system. The sample of this research is made
up of 452 students in the Degree in Primary Education Teaching and in the Master’s
Degree in Compulsory Secondary Education, Upper Secondary Education, Vocational
Training and Language Teaching (MUPES) with an average age of 24.74 (SD = 6.51).
For the collection of information, a questionnaire was used consisting of questions on
sociodemographic and cultural aspects, the Inventory of Ambivalent Sexism (ASI) by
Glick and Fiske (1996) validated in Spanish by Expósito et al. (1998), and the Scale
of Attitudes of Heterosexuals toward Homosexuals (HATH) by Larsen et al. (1980),
validated in Spanish by Barrientos and Cárdenas (2010). The main results include the
presence of significant differences (p < 0.01) in the levels of ambivalent sexism (hostile
and benevolent) and in the maintenance of negative attitudes toward homosexuality
according to sex and political ideology.
