DOCSLIB.ORG

Homophobia and Discrimination on Grounds of Sexual Orientation and Gender Identity in the EU Member States

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Homophobia and Discrimination on Grounds of Sexual Orientation and Gender Identity in the EU Member States Cover Homophobia Reports Part I and II-final draft.qxp 08.07.2009 16:19 Seite 2 TK-30-09-002-EN-C Homophobia and Discrimination on Grounds of Sexual Orientation and Gender Identity in the EU Member States: Part II - The Social Situation 2009 FRA - European Union Agency for Fundamental Rights A-1040 Wien, Schwarzenbergplatz 11 Tel.: +34 1 580 30 - 0 Fax: 043 1 580 30 - 693 European Union Agency for E-Mail [email protected] http://fra.europa.eu Fundamental Rights Homophobia and Discrimination on Grounds of Sexual Orientation and Gender Identity in the EU Member States Part II – The Social Situation (Updated version) DISCLAIMER: The data and information contained in this report were provided by COWI and The Danish Institute for Human Rights. The responsibility for the conclusions and opinions lies with the FRA. Homophobia and Discrimination on Grounds of Sexual Orientation and Gender Identity in the EU Member States Part II – The Social Situation Foreword On December 18 2008 the UN General Assembly heard a strong declaration drafted by France and The Netherlands on behalf of the European Union and co-sponsored by sixty-six countries from all regions. It called for the global decriminalization of homosexuality and condemned human rights violations based on sexual orientation or gender identity. In the European Union Article 13 of the EC Treaty prohibits any discrimination based on sexual orientation and the EU’s Charter of Fundamental Rights is the first international human rights charter to explicitly include the term “sexual orientation”. The legal study we published in June 2008 shows that 18 EU Member States already provide quite comprehensive protection against discrimination on grounds of sexual orientation. In July 2008, a further step has been made when the European Commission proposed stronger EU wide protection against discrimination on all grounds. The social situation, however, is worrying. In recent years a series of events in EU Member States, such as the banning of Pride marches, hate speech from politicians and intolerant statements by religious leaders, have sent alarming signals and sparked a new debate about the extent of homophobia and discrimination against lesbian, gay, bisexual, transsexual and transgendered (LGBT) persons in the European Union. Such events led the European Parliament to adopt in 2005 a resolution condemning homophobia and sexual orientation discrimination. Two years later in the summer of 2007 the European Parliament asked the newly established Fundamental Rights Agency to develop a comprehensive comparative report covering all EU Member States on the situation regarding homophobia and sexual orientation discrimination. In response the Agency carried out a large scale legal and social research project during 2007 and 2008. This comprehensive report composed of two parts, a legal and a social analysis, is presented to the European Parliament and its Committee on Civil Liberties, Justice and Home Affairs as evidence for actions needed in order to respect, protect and promote the fundamental rights of LGBT persons across the EU. The social analysis contained in this publication is based on data and contextual information contained in country reports for all EU Member States. Unique material was gathered through fieldwork interviews with LGBT NGOs, Equality Bodies and public authorities in all Member States and a questionnaire survey of stakeholders. This new data has been combined with a thorough examination of existing academic studies and Eurobarometer surveys to develop the second part of our report, a comprehensive social analysis that complements the FRA’s legal analysis released in June 2008. The work shows that the current human rights situation for lesbians, gay men, bisexuals, transsexuals and transgender persons is not satisfactory. Many LGBT persons experience discrimination, bullying and harassment, while, more worryingly, 3 European Union Agency for Fundamental Rights occurrences of physical attacks were also detected: Derogative words are used for gays and lesbians at schools. Harassment can be an everyday occurrence at the workplace. Relationships often lack the ability to secure one another as full legal partners. At retirement homes, awareness of LGBT persons’ needs is rare. Under these circumstances ‘invisibility’ becomes a survival strategy. In a European Union that bases itself on principles of equal treatment and non-discrimination legislation this is unacceptable. What needs to be done? Combating fundamental rights violations effectively requires first of all a firm political commitment to the principles of equal treatment and non-discrimination. Political leaders at EU and national level need to take a firm stance against homophobia and discrimination against LGBT and transgendered persons contributing in this way to a positive change in public attitudes and behaviour. Secondly, it requires good knowledge of the situation based on robust data guiding the development of evidence based policies and actions. This research represents an important positive step in this direction. But equality authorities and other specialised bodies in many Member States still need to develop data collection mechanisms, promote scientific research, and actively encourage LGBT people to come forward and lodge complaints on incidents of discrimination. In the light of the findings of this social analysis, the Agency welcomes the European Commission’s Proposal for a Council Directive on implementing the principle of equal treatment between persons irrespective of religion or belief, disability, age or sexual orientation. This new Directive would extend the protection against discrimination on grounds of sexual orientation beyond the area of employment and thus address some of the key issues emerging from this report. The opinions contained in this report provide EU institutions and the Member States, as our Regulation requires, with the necessary assistance and expertise in order to support them when taking measures or action within their respective spheres of competence to fully respect fundamental rights. In closing I would like to thank for their work the staff of the Agency, Caroline Osander, project manager from the Danish Institute for Human Rights, and project manager, Mikael Keller, consultant Mads Ted Drud-Jensen from COWI. Morten Kjaerum Director, European Union Agency for Fundamental Rights 4 Homophobia and Discrimination on Grounds of Sexual Orientation and Gender Identity in the EU Member States Part II – The Social Situation Contents FOREWORD................................................................................. 3 CONTENTS................................................................................... 5 EXECUTIVE SUMMARY............................................................... 7 OPINIONS................................................................................... 16 INTRODUCTION......................................................................... 21 Clarification of terms and concepts .............................................................. 22 Methodology .................................................................................................... 27 PART I: LESBIANS, GAY MEN, BISEXUALS AND TRANSSEXUAL/TRANSGENDER PERSONS IN THE EU........ 29 1. Attitudes towards LGBT people........................................................... 29 2. Hate Crime and Hate Speech ............................................................... 37 3. Freedom of assembly ........................................................................... 50 4. The labour market ................................................................................. 56 5. Education ............................................................................................... 68 6. Health...................................................................................................... 76 7. Religious institutions............................................................................ 83 8. Sports ..................................................................................................... 87 9. Media ...................................................................................................... 91 10. Asylum.................................................................................................... 96 11. Multiple Discrimination....................................................................... 102 PART II: TRANSGENDER PERSONS: SPECIFIC ISSUES..... 109 CONCLUSIONS........................................................................ 127 Annex 1 Authors of Country Reports.......................................................... 131 Annex 2 Stakeholder E - Questionnaire...................................................... 133 5 European Union Agency for Fundamental Rights 6 Homophobia and Discrimination on Grounds of Sexual Orientation and Gender Identity in the EU Member States Part II – The Social Situation Executive Summary Background The principle of equal treatment constitutes a fundamental value of the European Union. The Charter of Fundamental Rights of the European Union is the first international human rights instrument to explicitly prohibit discrimination on the basis of “sexual orientation” in its Article 21 (1): “Any discrimination based on any ground such as sex, race, colour, ethnic or social origin, genetic features, language, religion or belief, political or other opinion, membership of a national minority,
Load more

Recommended publications
  • Domestic Violence and Lesbian, Gay, Bisexual and Transgender Relationships
    DOMESTIC VIOLENCE AND LESBIAN, GAY, BISEXUAL AND TRANSGENDER RELATIONSHIPS WHY IT MATTERS Domestic violence is defined as a pattern of behaviors utilized by one partner (the batterer or abuser) to exert and maintain control over another person (the survivor or victim) where there exists an intimate and/or dependent relationship. Experts believe that domestic violence occurs in the lesbian, gay, bisexual and transgender (LGBT) community with the same amount of frequency and severity as in the heterosexual community. Society’s long history of entrenched racism, sexism, homophobia and transphobia prevents LGBT victims of domestic violence from seeking help from the police, legal and court systems for fear of discrimination or bias.1 DID YOU KNOW? • In ten cities and two states alone, there were 3,524 incidents of domestic violence affecting LGBT individuals, according to the National Coalition of Anti-Violence Programs 2006 Report on Lesbian, Gay, Bi-Sexual and Transgender Domestic Violence.1 • LGBT domestic violence is vastly underreported, unacknowledged, and often reported as Intimidation something other than domestic violence.1 Coercion and Threats Making you afraid, Threatening to harm you, abusing pets, • Delaware, Montana and South Carolina explicitly family or friends, or him/ displaying weapons, herself, threatening to using tactics to exclude same-sex survivors of domestic violence out you. reinforce homophobic from protection under criminal laws. Eighteen control states have domestic violence laws that are Economic Abuse Emotional Abuse Preventing you from working, Putting you down, verbal gender neutral but apply to household members controlling all assets, interfering abuse, playing mind games, 2 with education, requiring you to humiliating you, reinforcing only.
    [Show full text]
  • Hrc-Coming-Out-Resource-Guide.Pdf
    G T Being brave doesn’t mean that you’re not scared. It means that if you are scared, you do the thing you’re afraid of anyway. Coming out and living openly as a lesbian, gay, bisexual, transgender or supportive straight person is an act of bravery and authenticity. Whether it’s for the first time ever, or for the first time today, coming out may be the most important thing you will do all day. Talk about it. TABLE OF CONTENTS 2 Welcome 3 Being Open with Yourself 4 Deciding to Tell Others 6 Making a Coming Out Plan 8 Having the Conversations 10 The Coming Out Continuum 12 Telling Family Members 14 Living Openly on Your Terms 15 Ten Things Every American Ought to Know 16 Reference: Glossary of Terms 18 Reference: Myths & Facts About LGBT People 19 Reference: Additional Resources 21 A Message From HRC President Joe Solmonese There is no one right or wrong way to come out. It’s a lifelong process of being ever more open and true with yourself and others — done in your own way and in your own time. WELCOME esbian, gay, bisexual and transgender Americans Lare sons and daughters, doctors and lawyers, teachers and construction workers. We serve in Congress, protect our country on the front lines and contribute to the well-being of the nation at every level. In all that diversity, we have one thing in common: We each make deeply personal decisions to be open about who we are with ourselves and others — even when it isn’t easy.
    [Show full text]
  • E-Learning-Einheit Zu Dem Thema LGBTQ+: Didaktische Rahmung
    E-Learning-Einheit zu dem Thema LGBTQ+: Didaktische Rahmung Fach; Schulform; Klassenstufe Religion/Ethik, Politik, Geschichte, Deutsch, Englisch, ggf. fächerübergreifender Einsatz; alle Schulformen; 10-11. Klasse Material 4-teilige Serie an Lernvideos mit einer Länge von 3-4 Minuten, die einzeln oder aufeinander aufbauend eingesetzt werden können (Akronym, Geschichte, Rechte, Kulturgüter), 3 Ar- beitsblätter (Akronym, Geschichte, Rechte), 1 Memory (Kulturgüter), Liste mit weiterführen- der Literatur Thema Obwohl Genderdiversität und verschiedene sexuelle Orientierungen im Alltag durch z.B. me- diale Darstellungen immer präsenter werden, gehören sie noch nicht zur Normalität. Studien zeigen, dass sich auch in Deutschland 46 Prozent der LGBTQ-Personen diskriminiert füh- len1. Schaut man sich Werte zu negativen Bemerkungen oder Verhaltensweisen, die gegen- über LGBTQ-Personen in der Schule wahrgenommen wurden, an, liegen die Zahlen mit 92 Prozent nochmal deutlich höher2. Die Aufklärung und Sensibilisierung von Schüler*innen stellt somit einen wichtigen Faktor dar, um langfristig Akzeptanz und einen gesellschaftlichen Wandel zu schaffen. Dafür erhalten die Schüler*innen in dieser Lerneinheit Einblicke in das Akronym, die Geschichte, Rechte und Kulturgüter der LGBTQ+-Community. Dadurch soll ein Grundlagenwissen aufgebaut und eine Sensibilisierung für das Thema erreicht werden. 1 EUROPÄISCHE UNION (Hrsg.): LGBT-Erhebung in der EU: Erhebung unter Lesben, Schwulen, Bisexuellen und Trans- gender-Personen in der Europäischen Union ; Ergebnisse auf einen Blick, Luxemburg: Publ. Off. of the Europ. Union 2013 (Gleichheit), S. 16. 2 Ebd., S. 20. Didaktische Perspektive In der vierteiligen Serie wird das geschichtsdidaktische Unterrichtsprinzip der Personifizie- rung angewendet. Dabei steht die fiktive homosexuelle Protagonistin „Lisa“ stellvertretend für die LGBTQ+-Community und führt die Schüler*innen durch die Informationen und Inhalte und berichtet dabei auch von eigenen Erfahrungen.
    [Show full text]
  • Minorities and Social Security: an Analysis of Racial and Ethnic
    POLICY PAPER This report addresses how Minorities and Social Security: An Analysis of Racial and individuals from various racial and ethnic groups Ethnic Differences in the Current Program fare under the current Social Security system. by Alexa A. Hendley and Natasha F. Bilimoria, It examines the relative Office of Retirement Policy, Office of Policy, importance of Social Social Security Administration Security for these individu- als and how several aspects of the system affect them. Executive Summary · Several aspects of the Social Security system work to the advantage of In recent articles, some commentators minority groups. For example, have criticized the Social Security system as minorities who tend to have lower being unfair to minorities. This criticism has Acknowledgments: The authors earnings (blacks and Hispanics) generated discussions about how minority would like to thank the Office benefit from the progressive benefit groups fare under the current Social Security of Retirement Policy staff as formula, and those with shorter life well as Dan Durham, Ben system and how they might be affected as expectancies (blacks) benefit from the Bridges, Jan Olson, Sharmilla the system undergoes changes in the future.1 disability and survivors benefits. Choudhury, Harriet Duleep, To understand the policy implications of any and Alicia Cackley for their changes for these groups, it is important to · Minorities will become a greater assistance and comments on understand the current system. This paper percentage of the U.S. population. this paper and earlier drafts. addresses how minorities fare under the Minorities are expected to increase current system and sets the stage for a later from 25 percent of the population in discussion on how various changes to the 1990 to 47 percent in 2050, with most Social Security system may affect them.
    [Show full text]
  • Homophobia and Transphobia Illumination Project Curriculum
    Homophobia and Transphobia Illumination Project Curriculum Andrew S. Forshee, Ph.D., Early Education & Family Studies Portland Community College Portland, Oregon INTRODUCTION Homophobia and transphobia are complicated topics that touch on core identity issues. Most people tend to conflate sexual orientation with gender identity, thus confusing two social distinctions. Understanding the differences between these concepts provides an opportunity to build personal knowledge, enhance skills in allyship, and effect positive social change. GROUND RULES (10­15 minutes) Materials: chart paper, markers, tape. Due to the nature of the topic area, it is essential to develop ground rules for each student to follow. Ask students to offer some rules for participation in the post­performance workshop (i.e., what would help them participate to their fullest). Attempt to obtain a group consensus before adopting them as the official “social contract” of the group. Useful guidelines include the following (Bonner Curriculum, 2009; Hardiman, Jackson, & Griffin, 2007): Respect each viewpoint, opinion, and experience. Use “I” statements – avoid speaking in generalities. The conversations in the class are confidential (do not share information outside of class). Set own boundaries for sharing. Share air time. Listen respectfully. No blaming or scapegoating. Focus on own learning. Reference to PCC Student Rights and Responsibilities: http://www.pcc.edu/about/policy/student­rights/student­rights.pdf DEFINING THE CONCEPTS (see Appendix A for specific exercise) An active “toolkit” of terminology helps support the ongoing dialogue, questioning, and understanding about issues of homophobia and transphobia. Clear definitions also provide a context and platform for discussion. Homophobia: a psychological term originally developed by Weinberg (1973) to define an irrational hatred, anxiety, and or fear of homosexuality.
    [Show full text]
  • Every Class in Every School: Final Report on the First National Climate Survey on Homophobia, Biphobia, and Transphobia in Canadian Schools
    EVERY CLASS IN EVERY SCHOOL: FINAL REPORT ON THE FIRST NATIONAL CLIMATE SURVEY ON HOMOPHOBIA, BIPHOBIA, AND TRANSPHOBIA IN CANADIAN SCHOOLS RESEARCHERS: CATHERINE TAYLOR (PRINCIPAL INVESTIGATOR), PH.D., UNIVERSITY OF WINNIPEG AND TRACEY PETER (CO-INVESTIGATOR), PH.D., UNIVERSITY OF MANITOBA Human Rights Trust EVERY CLASS IN EVERY SCHOOL: FINAL REPORT ON THE FIRST NATIONAL CLIMATE SURVEY ON HOMOPHOBIA, BIPHOBIA, AND TRANSPHOBIA IN CANADIAN SCHOOLS RESEARCHERS: CATHERINE TAYLOR (PRINCIPAL INVESTIGATOR), PH.D., UNIVERSITY OF WINNIPEG AND TRACEY PETER (CO-INVESTIGATOR), PH.D., UNIVERSITY OF MANITOBA RESEARCHERS: PROJECT FUNDERS: Catherine Taylor Egale Canada Human Rights Trust (Principal Investigator), Ph.D., Canadian Institutes of Health Research University of Winnipeg and Tracey Peter (Co-Investigator), Ph.D., The University of Winnipeg SSHRC Research University of Manitoba Grant Program Sexual and Gender Diversity: Vulnerability PROJECT RESEARCH ASSISTANTS: and Resilience (Canadian Institutes for Health TL McMinn, Sarah Paquin, and Kevin Research) Schachter (Senior RAs) Stacey Beldom, Allison Ferry, and Zoe Gross Winnipeg, Manitoba PROJECT ADVISORY PANEL: May 2011 Joan Beecroft, Jane Bouey, James Thank you to The McLean Foundation for so Chamberlain, Ellen Chambers-Picard, Tara kindly supporting the printing and distribution Elliott, Noble Kelly, Wayne Madden, Joan of this report. Merrifield, Elizabeth J. Meyer, Susan Rose, Annemarie Shrouder, and Helen Victoros Human Rights Trust Published by Egale Canada Human Rights Trust 185 Carlton Street, Toronto, ON M5A 2K7 Ph: 1-888-204-7777 Fax: 416-963-5665 Email: [email protected] www.egale.ca When referencing this document, we recommend the following citation: Taylor, C. & Peter, T., with McMinn, T.L., Elliott, T., Beldom, S., Ferry, A., Gross, Z., Paquin, S., & Schachter, K.
    [Show full text]
  • Berlin by Jennifer Chase
    Berlin by Jennifer Chase Encyclopedia Copyright © 2015, glbtq, Inc. Entry Copyright © 2004, glbtq, inc. Reprinted from http://www.glbtq.com In glbtq history, Berlin is legendary for its thriving subculture during the Weimar Republic (1919-1933), that brief moment when it was the center of the homosexual emancipation movement, and for its role as capital of Nazi Germany. A reunited Berlin has concentrated on remembering its history to create a more liberal present. Berliners recently elected an openly gay mayor and participated in the struggle to gain legal recognition of gay relationships. Berlin surpasses other German cities in the scope of possibilities it offers to its queer residents. Top: Students organized by the Nazi party parade Frontier Town to World City in front of the Institute for Sexual Research in Berlin was founded in the twelfth century as a trading town and eventually became 1933. The next day, Nazis pillaged the the largest city in Prussia. Berlin's cosmopolitan character was established in the Institute and burned its seventeenth century, with the arrival of Poles, French, Italians, and others. books. Above: Openly gay The Hohenzollern dynasty came to power in 1442 and made Berlin a military center in Berlin Mayor Klaus 1448. From this point on, except for a respite between 1918 and 1933, Berlin was Wowereit (right) attends Christopher Street Day dominated by the militaries of various governments until 1990. celebrations in 2001. The image of Klaus The greatest of the Hohnzollern rulers was Frederick II, also known as Frederick the Wowereight appears Great (1740-1786). A cultivated Francophone, he doubled the size of Prussia, under the GNU Free establishing it as a major European power.
    [Show full text]
  • Minority Rights After EU Enlargement: a Comparison of Antigay Politics in Poland and Latvia
    Original Article Minority rights after EU enlargement: A comparison of antigay politics in Poland and Latvia Conor O’Dwyer* and Katrina Z.S. Schwartz Department of Political Science, University of Florida, 234 Anderson Hall, PO Box 117325, Gainesville, Florida 32611-7325, USA. E-mails: [email protected], [email protected] *Corresponding author. Abstract This paper examines the recent backlash against gay rights in Poland and Latvia as a test case of the depth and breadth of ‘europeanization’ in the new postcommunist member-states of the European Union (EU). We argue that antigay mobilization in these countries constitutes illiberal governance (and thus a failure of europeanization) on three grounds: failure of institutional protections for sexual minorities, broad inclusion of illiberal elites in mainstream politics and virulence of antigay rhetoric by political elites in the public sphere. To explain the stalled europeanization of nondiscrimination norms regarding sexual minorities, we apply two analytical models widely used to explain successful norm adoption in other policy areas: the ‘external incentives’ and ‘social learning’ models. We find that in the case of gay rights, EU conditionality was weak, and national identity and ‘resonance’ operated against norm adoption, as did domestic institutions (namely, weakly institutionalized party systems). The EU might have overcome these obstacles through persuasion, but deliberative processes were lacking. Our analysis suggests that some of the key factors underlying both models of norm adoption operate differently in the new, postaccession context, and that social learning is likely to play a greater role in postaccession europeanization. Comparative European Politics (2010) 8, 220–243. doi:10.1057/cep.2008.31 Keywords: Latvia; Poland; sexual minorities; European Union; europeanization; illiberalism Introduction In May 2004, Poland and Latvia joined the European Union (EU), ending a long process in which the strength of their democratic institutions was carefully tested and validated by the European Commission.
    [Show full text]
  • Section 7: Social Security Disability Benefits and Work Incentives
    Section 7: Social Security Disability Benefits and Work Incentives Introduction ............................................................................................................ 116 Social Security Protection if You Become Disabled .......................................... 117 Social Security Disability Insurance (SSDI) .............................................. 117 Disability Determination for SSDI .............................................................. 117 Supplemental Security Income (SSI) ......................................................... 118 Disability Determination for SSI ................................................................. 118 Social Security Employment Supports ............................................................... 119 Impairment Related Work Expenses (IRWE) ............................................. 119 Plan to Achieve Self-Support (PASS) ........................................................ 120 Ticket to Work (TTW) ................................................................................... 121 Summary ................................................................................................................ 121 Resources .............................................................................................................. 122 A Planning Guide and Workbook for Ag Families 115 Social Security Disability Benefits and Work Incentives Learning Objectives: 1. Identify how to apply for Social Security disability programs. 2. Understand how Social Security
    [Show full text]
  • The Outing System at the Carlisle Indian School
    ssiii Apprenticeship for Civilization: The Outing System at the eM.Il I o Carlisle Indian School o <*> A 7 7 a By R. L. BRUNHOUSE University of Pennsylvania APPRENTICESHIP FOR CIVILIZATION: THE OUTING SYSTEM AT THE CARLISLE INDIAN SCHOOL By R. L. B ru n h ou se University of Pennsylvania N the story of the education of the American Indians the Car­ I lisle Indian School takes high rank. Now remembered chiefly for its record in athletics, the institution made definite contribu­ tions in the field of Indian education during the period of its existence from 1879 to 1918. As it was the first non-reservation Indian school established, it was forced to develop new methods by experience in order to cope with its peculiar problems. The educational policies evolved at Carlisle became the pattern which many later non-reservation Indian schools in the West and Middle West followed. One of these policies, however, no other school employed to the same extent or with the same success as Carlisle. This was the Outing system. Essentially the Outing system was an apprenticeship for civiliza­ tion. General Richard Henry Pratt, who originated and ad­ ministered the plan during the twenty-five years he was in charge of the school, believed that Indian boys and girls should have an opportunity to live in private homes for a period of time in order to gain practical experience in self-support and to learn the ways of civilized living. Since many of the young aborigines came to Carlisle directly from the reservations, they were required to spend at least two years at the school where they received formal classroom instruction as well as training in some trade.
    [Show full text]
  • Not Just Words: Exposure to Homophobic Epithets Leads To
    EJSP RESEARCH ARTICLE Not “just words”: Exposure to homophobic epithets leads to dehumanizing and physical distancing from gay men Fabio Fasoli*, Maria Paola Paladino†,AndreaCarnaghi‡, Jolanda Jetten§, Brock Bastian¶ & Paul G. Bain§,# * Centro de Investigação e Intervenção Social, Instituto Universitário de Lisboa, Lisbon, Portugal † Department of Psychology and Cognitive Science, University of Trento, Rovereto, Italy ‡ Department of Life Sciences, University of Trieste, Trieste, Italy § School of Psychology, University of Queensland, St. Lucia, Brisbane, Australia ¶ School of Psychology, University of New South Wales, Sydney, Australia # School of Psychology and Counselling, Queensland University of Technology, Brisbane, Australia Correspondence Abstract Fabio Fasoli, ISCTE-Instituto Universitário de Lisboa, Centro de Investigação e Intervenção We examined whether homophobic epithets (e.g., faggot) function as labels of Social, Lisbon, Portugal. deviance for homosexuals that contribute to their dehumanization and phys- E-mail: [email protected]; ical distance. Across two studies, participants were supraliminally (Study 1) [email protected] and subliminally (Study 2) exposed to a homophobic epithet, a category label, or a generic insult. Participants were then asked to associate human- Received: 9 June 2014 related and animal-related words to homosexuals and heterosexuals. Results Accepted: 1 August 2015 showed that after exposure to a homophobic epithet, compared with a cate- gory label or a generic insult, participants associated less human-related http://dx.doi.org/10.1002/ejsp.2148 words with homosexuals, indicating dehumanization. In Study 2, we also Keywords: derogatory labels, deviance, assessed the effect of a homophobic epithet on physical distance from a target dehumanization, homophobia, physical group member and found that homophobic epithets led to greater physical distance distancing of a gay man.
    [Show full text]
  • Disability Benefits
    Disability Benefits SSA.gov What’s inside Disability benefits 1 Who can get Social Security disability benefits? 1 How do I apply for disability benefits? 4 When should I apply and what information do I need? 4 Who decides if I am disabled? 5 How is the decision made? 6 What happens when my claim is approved? 9 Can my family get benefits? 10 How do other payments affect my benefits? 10 What do I need to tell Social Security? 11 When do I get Medicare? 12 What do I need to know about working? 12 The Ticket to Work program 13 Achieving a Better Life Experience (ABLE) Account 13 Contacting Social Security 14 Disability benefits Disability is something most people don’t like to think about. But the chances that you’ll become disabled are probably greater than you realize. Studies show that a 20-year-old worker has a 1-in-4 chance of becoming disabled before reaching full retirement age. This booklet provides basic information on Social Security disability benefits and isn’t meant to answer all questions. For specific information about your situation, you should speak with a Social Security representative. We pay disability benefits through two programs: the Social Security Disability Insurance (SSDI) program and the Supplemental Security Income (SSI) program. This booklet is about the Social Security disability program. For information about the SSI disability program for adults, see Supplemental Security Income (SSI) (Publication No. 05-11000). For information about disability programs for children, refer to Benefits For Children With Disabilities (Publication No. 05-10026).
    [Show full text]