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Gender-Sexuality Alliance Experiences and LGBTQ+ Inclusive School Policies and Practices Predict Youth's School Belonging.
Poteat, V Paul; Marx, Robert A; Richburg, Abigail; Calzo, Jerel P; Bliss, Cayley C; Yoshikawa, Hirokazu; Lipkin, Arthur.
Afiliación
  • Poteat VP; Department of Counseling, Developmental and Educational Psychology, Boston College, Campion Hall 307, 140 Commonwealth Ave, Chestnut Hill, MA, 02467, USA. PoteatP@bc.edu.
  • Marx RA; Child and Adolescent Development, Lurie College of Education, San Jose State University, Sweeney Hall 319, San Jose, CA, 95192, USA.
  • Richburg A; Department of Applied Psychology, New York University, 627 Broadway, Room 815, New York, NY, 10012, USA.
  • Calzo JP; Division of Health Promotion and Behavioral Science, School of Public Health, San Diego State University, 5500 Campanile Dr., San Diego, CA, 92182, USA.
  • Bliss CC; Department of Counseling, Developmental, and Educational Psychology, Boston College, 140 Commonwealth Ave, Chestnut Hill, MA, 02467, USA.
  • Yoshikawa H; Department of Applied Psychology, New York University, 627 Broadway, Room 815, New York, NY, 10012, USA.
  • Lipkin A; Department of Counseling, Developmental, and Educational Psychology, Boston College, 140 Commonwealth Ave, Chestnut Hill, MA, 02467, USA.
J Youth Adolesc ; 2024 Jul 26.
Article en En | MEDLINE | ID: mdl-39060820
ABSTRACT
Gender-Sexuality Alliances (GSAs) and inclusive school policies and practices that affirm youth with minoritized sexual orientations or gender identities (e.g., lesbian, gay, bisexual, transgender, queer youth; LGBTQ+ youth) are two sources of support for LGBTQ+ youth that could promote school belonging. The current study tested a three-level multilevel model in which youth's GSA experiences and the degree to which their schools implemented LGBTQ+ inclusive policies and practices predicted their school belonging over a six-month period. Participants included 627 youth (87% LGBQ+ youth, 45% transgender or nonbinary youth, 48% youth of color) ages 11-22 (Mage = 15.13) in 51 GSAs. At the within-individual level, youth reported greater school belonging on occasions following months when they felt their peers and advisors were more responsive to their needs and when they had taken on more leadership in the GSA. At the between-individual level, youth who generally felt their peers were more responsive over the study period reported greater school belonging than others. At the between-GSA level, GSA members in schools that more thoroughly implemented LGBTQ+ inclusive policies and practices reported greater school belonging over the study period. These findings underscore the relevance of GSAs and inclusive policies and practices in establishing welcoming school environments.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: J Youth Adolesc Año: 2024 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Estados Unidos
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: J Youth Adolesc Año: 2024 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Estados Unidos