Person‐Environment Fit and Positive Youth Development in the Context of High School Gay–Straight Alliances

Calzo, Jerel P.; Poteat, V. Paul; Yoshikawa, Hirokazu; Russell, Stephen T.; Bogart, Laura M.

doi:10.1111/jora.12456

Cited by 16 publications

(10 citation statements)

References 62 publications

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“…Although GSAs share a common trait—their focus on LGBTQ student topics—beyond this, they may vary widely in their structure, activities, and goals (Griffin et al, 2004), and students may vary regarding what they want from their GSA (Calzo et al, 2020). Prior studies have indicated that certain club qualities and activities may strengthen the potential benefits of GSA attendance (Ioverno & Russell, 2020; Lapointe & Crooks, 2018; Poteat et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

The role of GSA participation, victimization based on sexual orientation, and race on psychosocial well‐being among LGBTQ secondary school students

Truong¹,

Zongrone²

2021

Psychology in the Schools

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Gay‐Straight Alliances or Gender and Sexuality Alliances (GSAs) are school clubs that address LGBTQ issues. Although little is known about potential benefits of participation in GSAs, there is some evidence that they may generally benefit LGBTQ student well‐being and academic achievement. However, some literature suggests GSAs may not meet the needs of LGBTQ students of color. The current study explores whether GSA participation is related to psychosocial well‐being, whether GSA participation moderates the relationship between victimization based on sexual orientation and well‐being, and whether these relationships differ by race/ethnicity. The sample included 11,164 LGBTQ secondary school students who have a GSA at their school, and who reported on GSA participation, verbal harassment based on sexual orientation, and psychosocial indicators (depression, self‐esteem, and school belonging). Participation in GSAs was related to greater school belonging, but was not related to self‐esteem and depression. The associations between GSA participation and verbal harassment based on sexual orientation on psychosocial well‐being did not differ by race/ethnicity. The findings provide an important first step in re‐thinking and re‐examining how GSA participation may be helpful for LGBTQ students. Implications for school policy and practices are discussed.

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Section: Discussionmentioning

confidence: 99%

The role of GSA participation, victimization based on sexual orientation, and race on psychosocial well‐being among LGBTQ secondary school students

Truong¹,

Zongrone²

2021

Psychology in the Schools

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“…Many schools, for example, have Gay-Straight Alliances (GSAs; also known as Gender and Sexuality Alliances). These student-led school-based organizations provide a safe environment for LGBTQ and heterosexual youth to receive support, socialize with peers, access LGBT-specific information and resources, and engage in advacacy efforts (Calzo, et al, 2018;Poteat et al, 2012;Russell, Muraco, Subramaniam, & Laub, 2009). A growing body of literature supports that the presence of GSAs is associated with lower rates of truancy, substance use and suicidal behavior (Poteat et al, 2012), fewer incidence of harassment and victimization and greater feelings of safety among LGBT and heterosexual students (Ioverno et al, 2016;Marx & Kettrey, 2016).…”

Section: Adolescent Sexual Identity and Social Changementioning

confidence: 99%

Sexual Minority Youth, Social Change, and Health: A Developmental Collision

Russell

Fish

2019

Research in Human Development

Self Cite

138

105

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Few societal attitudes and opinions have changed as quickly as those regarding sexual minority people and rights. In the context of dramatic social change in the space of a single generation, there have been multiple policy changes toward social inclusion and rights for lesbian, gay, and bisexual (LGB) people, and perceptions that the sociocultural context for LGB people -perhaps particularly for youth -has improved. Yet recent evidence from the developmental sciences points to paradoxical findings: in many cases there have been growing rather than shrinking health disparities. In light of swift sociocultural changes, combined with emergent findings regarding the health and wellbeing of sexual minority youth, we suggest that there is a developmental collision between normative adolescent developmental processes and sexual minority youth identities and visibility. The result is a new reality for sexual minority youth health and disparities.

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“…It is therefore vital that schools do not only focus on creating a safe and inclusive school climate, but also provide clear information to adolescents about how they can access supportive and potentially anonymous resources that can help them when they experience victimization. Furthermore, to decrease victimization disparities and improve SGM adolescents' well-being, schools can use Lesbian, Gay, Bisexual, Transgender, and Questioninginclusive sex education [32] or more specific student-directed initiatives, known as Gender Sexuality Alliances [33,34]. Finally, it is vital that inclusion and diversity are mandatory topics in school staff's training curriculum.…”

Section: Discussionmentioning

confidence: 99%

Disparities in Perpetrators, Locations, and Reports of Victimization for Sexual and Gender Minority Adolescents

Kaufman

Baams

2022

Journal of Adolescent Health

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Sexual and gender minority (SGM) adolescents are more likely to become victims of bullying and harassment than heterosexual, cisgender adolescents, but little is known about the contextual details of these victimization experiences. This study aims to examine by whom and where adolescents are bullied or harassed, to whom adolescents report such victimization, and whether these experiences differ between SGM and heterosexual, cisgender adolescents. Methods: Participants in this nationally representative study were 29,879 students (mean age ¼ 14.1) from 136 Dutch middle/high schools across grades 7e12 (14.5% sexual minority, 2.7% gender minority) who completed a survey about their school-based experiences. Results: Perpetrators of victimization of SGM students were more often teachers and school staff compared with heterosexual, cisgender adolescents. Furthermore, SGM students experienced victimization in private locations (in the rest-or changing rooms/parking lots, at home), more often than heterosexual, cisgender students. Finally, SGM students felt less safe than their heterosexual, cisgender peers to report these experiences to teachers or parents, and were more likely to report their experiences to the police or the school janitor. SGM students who reported victimization experiences were less likely to receive support: the problems were less often acted on and persisted more often than those of heterosexual, cisgender students. Conclusions: SGM adolescents are not only victimized more often, but also by different perpetrators (teachers, other school staff) and in more private places. Their victimization is also less likely to be recognized or acted on by those responsible for adolescent's safety: teachers or parents.

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Person‐Environment Fit and Positive Youth Development in the Context of High School Gay–Straight Alliances

Cited by 16 publications

References 62 publications

The role of GSA participation, victimization based on sexual orientation, and race on psychosocial well‐being among LGBTQ secondary school students

The role of GSA participation, victimization based on sexual orientation, and race on psychosocial well‐being among LGBTQ secondary school students

Sexual Minority Youth, Social Change, and Health: A Developmental Collision

Disparities in Perpetrators, Locations, and Reports of Victimization for Sexual and Gender Minority Adolescents

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