Previous research on the homonegativity of students in Flemish high schools shows that students in technical en vocational tracks have more negative attitudes toward LGBs than students in academic tracks (Pelleriaux & Van Ouytsel, 2003). These differences in attitudes can be partly explained by the differences in cultural background between students of different tracks. It is known that most students with a Muslim background in the Flemish educational system end up in technical and vocational tracks (Duquet, Glorieux, Laurijssen, & Van Dorsselaer, 2006), and Muslims in general have significantly more negative attitudes toward LGBs (Pelleriaux & Van Ouytsel, 2003). Another factor that could explain the more negative attitudes toward homosexuality of students in lower tracks is the participation in the social life. Research shows that students who participate in a youth organization or a music academy are more tolerant toward LGBs (Pelleriaux & Van Ouytsel, 2003), and it is known that students in vocational and technical tracks participate less in the social life (Elchardus, 1999). Recent research also focuses on the link between homonegativity and a traditional sex role ideology. The violation of gender norms is one of the most persistent stereotypes about homosexuality (Cox, Dewaele, & Vincke, 2010; Fingerhut & Peplau, 2006). LGBs who violate gender norms are subject to more prejudice than LGBs who behave in accordance with the typical sex roles (Glick, Gangl, Gibb, Klumpner, & Weinberg, 2007; Lehavot & Lambert, 2007). It is shown that students in vocational tracks have more traditional ideas about sex roles (Elchardus, 1999), so maybe this can also explain their more negative attitudes toward LGBs.

Researchers suggest that two types of homonegativity can be distinguished: a traditional homonegativity that is based on moral or religious ideas and misconceptions about homosexuality and is characterized by an overt rejection of homosexuality; and a modern, more subtle form of homonegativity that is characterized by a discrepancy between attitudes and behavior (Massey, 2009; Walls, 2008). It is not because people do not discriminate LGBs openly, that their attitudes about homosexuality are positive. Belgium for example, is known as a quite LGB friendly country because there is an anti-discrimination law and same-sex couples have equal rights concerning adoption and marriage. However, victimization of LGB students is still quite common in the Flemish high schools (Dewaele, Vincke, Van Houtte, & Cox, 2008).

We want to investigate if students in technical and vocational tracks still have more negative attitudes toward LGBs compared to students in academic tracks, when religion, participation in the social life and sex role ideology are controlled. On top of that, we want to investigate if LGB students in technical and vocational tracks perceive more bullying.

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