Evaluating attitudes toward affective-sexual and gender diversity in education: a systematic review of assessment tools

Abstract The inclusion of sexual and gender diversity in education remains a persistent challenge, largely due to the enduring presence of negative attitudes. Education is a key context in which prejudice can be reinforced or, alternatively, egalitarian attitudes promoted. Advancing inclusion requires valid instruments to assess attitudes toward diversity. To this end, several authors have developed, validated, or applied instruments to assess attitudes toward sexual and gender diversity in education. The aim of this study was to systematically review these instruments. Specifically, we pursued three Objectives: (1) to identify and analyze the constructs targeted by these measures, examining their adequacy for capturing both explicit and subtle attitudes (RQ1); (2) to synthesize the descriptive characteristics of the studies in which they were applied, including information on target populations, educational levels, and cultural or geographical contexts (RQ2); and (3) to evaluate the methodological quality of scale development and the psychometric properties reported, in line with international standards (RQ3). We conducted a systematic review with meta-analyses, following the recommendations of PRISMA and APA standards. After the eligibility criteria were applied, seven studies were included. Results indicate that most scales provide some evidence of validity and reliability. To reduce social desirability, some instruments combine positively and negatively worded items and incorporate indicators of modern prejudice. However, certain items may no longer adequately capture subtle forms of bias or reflect evolving terminology. Future research should address challenges such as the over-generality of items, the limitations of outdated prejudice measures, and the need for stronger evidence to support psychometric properties.