Discrimination targeting lesbian, gay, bisexual, and transgender (LGBT) students on college campuses occurs. Bystander intervention is important in supporting targeted students and improving campus climate for LGBT students. Peer-familiarity context (i.e., who the bystander knows in the situation) can play a role in bystander intervention, but researchers have not explored the nature of bystander intervention in specific peer-familiarity contexts concerning LGBT discrimination. Using hypothetical vignettes, we examine heterosexual students’ (n = 1616) intention to intervene across 4 peer-familiarity contexts, namely, when the bystander knows no one, only witnesses or targets, only perpetrator, or everyone. We explore the role of student inputs (sociodemographics, self-esteem, attitudes toward LGBT people and political ideology) and experiences (LGBT social contacts, LGBT and social justice course content, and perceived and experienced campus climate) on their intentions to intervene in these contexts. Multiple regression results suggest that across all peer-familiarity contexts, being older, having higher self-esteem, having LGBT friends, taking courses with social justice content, and affirming attitudes toward LGBT people were independently associated with higher intentions to intervene. Males were more likely than females to intervene when they knew no one, while females were more likely to intervene in all other contexts. Race/ethnicity, religious affiliation, witnessing heterosexist harassment, perceptions of campus climate for LGBT students, and student standing were significant in particular peer contexts. Recommendations to promote bystander intervention and future research are presented.

中文翻译：

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校园中的 LGBT 歧视和异性恋旁观者：了解干预意图。

大学校园里发生了针对女同性恋、男同性恋、双性恋和跨性别 (LGBT) 学生的歧视。旁观者干预对于支持目标学生和改善 LGBT 学生的校园氛围很重要。同伴熟悉的背景（即旁观者在这种情况下认识谁）可以在旁观者干预中发挥作用，但研究人员还没有探讨过旁观者干预在涉及 LGBT 歧视的特定同伴熟悉背景中的性质。使用假设性的小插曲，我们检查了异性恋学生（n = 1616）在 4 个同龄人熟悉的背景下进行干预的意图，即当旁观者不认识任何人、只有目击者或目标、只有肇事者或所有人时。我们探索学生投入的作用（社会人口统计学、自尊、对 LGBT 人群和政治意识形态的态度）和经验（LGBT 社会交往、LGBT 和社会正义课程内容，以及感知和体验的校园氛围）关于他们在这些背景下进行干预的意图。多元回归结果表明，在所有同龄人熟悉的环境中，年龄较大、自尊心较高、有 LGBT 朋友、参加具有社会正义内容的课程以及对 LGBT 人群的肯定态度与更高的干预意图独立相关。当他们不认识任何人时，男性比女性更有可能进行干预，而女性则更有可能在所有其他情况下进行干预。种族/民族、宗教信仰、目击异性恋骚扰、对 LGBT 学生校园气候的看法以及学生地位在特定的同龄人环境中都很重要。