Social distance toward LGBT+ individuals and coping styles of psychology and pedagogy students from the perspective of intercultural education
Social distance toward LGBT+ individuals and coping styles of psychology and pedagogy students from the perspective of intercultural education

Summary/Abstract: The aim of this article is to analyze the relationship between coping styles in stressful situations and social distance toward LGBT+ individuals among students of social sciences (psychology and pedagogy). Researching these students is vital as their careers will demand knowledge, empathy, and understanding of diversity, including LGBT+ sensitivity. The article addresses the significance of social distance as a behavioral component of attitude and the role of direct contact and intercultural education in reducing prejudice. The study used Endler and Parker's CISS Questionnaire to assess the styles of coping with stress and the Bogardus Social Distance Scale. The research findings indicate that individuals who prefer emotion-focused coping styles, as well as women and psychology students, declare lower levels of social distance. These relationships were not confirmed for task-oriented and avoidance coping styles. The results highlight the importance of emotional and intercultural competencies in psychology and educational training as resources for promoting openness and reducing exclusion.

• Details
• Contents