School Gender Culture and Student Subjective Well-Being

Reynolds, John R.; Bamford, Melissa J.

doi:10.1007/s11199-015-0557-y

Cited by 7 publications

(7 citation statements)

References 61 publications

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“…School culture and climate, including policies and practices, reinforce this norm in many ways, including normative assumptions of heterosexuality embedded in language and evident in curricular materials that reinforce this conclusion (Watson & Miller, 2012). These beliefs unequally distribute advantages for students who are gender conforming and heterosexual, including a sense of being normal and valued (Reynolds & Bamford, 2016). Students who express diverse gender and sexual identities often experience bullying, harassment, and microaggressions that communicate stigma and lower status (Aspenlieder, Buchanan, McDougall, & Sippola, 2009; Pascoe, 2007; Reynolds & Bamford, 2016; Wyss, 2004).…”

Section: Teacher Support For Lgbt Youthmentioning

confidence: 99%

“…These beliefs unequally distribute advantages for students who are gender conforming and heterosexual, including a sense of being normal and valued (Reynolds & Bamford, 2016). Students who express diverse gender and sexual identities often experience bullying, harassment, and microaggressions that communicate stigma and lower status (Aspenlieder, Buchanan, McDougall, & Sippola, 2009; Pascoe, 2007; Reynolds & Bamford, 2016; Wyss, 2004). Teachers are faced with the difficult but important task of challenging these oppressive structures and rethinking educational practices (Dessel, 2010a, 2010b; Grace & Wells, 2007), including enabling gender fluidity and mobility, as well as sexual self‐determination.…”

Section: Teacher Support For Lgbt Youthmentioning

confidence: 99%

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The importance of teacher support: Differential impacts by gender and sexuality

Dessel

Kulick

Wernick

et al. 2017

Journal of Adolescence

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Teachers play an important role in shaping the experiences of high school students with regard to patterns of heteronormativity and binary gender norms, particularly for lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students. A climate survey of high school students (n ¼ 953) in the United States examined the association between students' well-being and their relationships with teachers. The sample was majority white (65.8%) and multiracial (14.1%). Cisgender (cis)-girls (49.6%), cis-boys (41.2%), and trans students (9.2%), as well as heterosexual (78.4%) and LGBQ students (21.6%) were represented. Regression models indicate teachers' use of oppressive language and their intervention in situations of bias and students' trust and comfort with teachers were significantly associated with students' self-esteem. Teachers' use of biased language was directly associated with student self-reported grades. Moderation tests indicate teacher relationships are strongly associated with heterosexual and cisgender students' wellbeing. Recommendations for teacher education and future research are discussed.

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Section: Teacher Support For Lgbt Youthmentioning

confidence: 99%

Section: Teacher Support For Lgbt Youthmentioning

confidence: 99%

The importance of teacher support: Differential impacts by gender and sexuality

Dessel

Kulick

Wernick

et al. 2017

Journal of Adolescence

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“…e final academic and study quality of overseas students depends on the effectiveness of solving the adaptation problems in language, environment, eating habits, studies, and so on, and the effective adaptability has a great influence [8]. If the foreign students cannot effectively face the cultural impact of the host country, maladjustment will also damage their mental health, which to some extent means the failure of foreign students' families and national education investment [9].…”

Section: Introductionmentioning

confidence: 99%

Construction of the Cross-Cultural Interaction Model for International Students Based on Big Data Analysis

Wang

Gao

2022

Scientific Programming

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Culture is an important feature that distinguishes human beings from animals. Human beings have created and developed various cultures and influenced people’s psychology and behavior in different social forms. With the continuous improvement of China’s international influence and cultural soft power, the number of foreign students studying in China is increasing year by year. In this paper, data mining is carried out on the data of international students, and the cross-cultural interaction model of international students is constructed. According to the characteristics of the research object, this paper explores the influence of cultural novelty and psychological capital on its cross-cultural adaptation in order to provide theoretical basis for the improvement of cross-cultural adaptation. It also promotes the better development of international students and the improvement of international exchange management in colleges and universities by providing some ideas for mental health education and management of international students. The importance of cultural study for international students in China is related not only to the development and improvement of foreign students’ cognitive level of target culture, but also to the external communication of national cultural image.

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“…However, although girls have reported more satisfaction with the classroom climate than boys in some studies (e.g., Cerezo & Ato, 2010;Koth, Bradshaw & Leaf, 2008), in other studies no differences have been found with regard to gender (Chen, 1995). Analyses show considerable variation in classroom culture by gender and there is evidence that classroom gender composition is consequential for student subjective well-being (Reynolds & Bamford, 2016).…”

Section: Gender Differences In Perceptions Of Classroom Climatementioning

confidence: 99%

Measurement Invariance of the Student Personal Perception of Classroom Climate Scale (SPPCC) in the Turkish Context

Bahar¹,

Asil²,

Rubie-Davies³

2017

EUROPEAN J ED RES

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Among school psycho-social factors with considerable effect on student outcomes are both school and classroom climate. Because how students perceive the classroom climate strongly predicts achievement, measuring classroom climate gains importance and the need for testing the existing results across cultures persists. In this study, we assessed the validity and measurement invariance of the Turkish adaptation of the Student Personal Perception of Classroom Climate Scale (SPPCC) developed in English (US). Confirmatory factor analyses (CFA) and measurement invariance (MI) analyses by sex were performed on 629 students' data. CFA results confirmed the factorial structure of the SPPCC. Results of the MI analyses showed that the SPPCC measures the same construct for females and males in a non-English context. Latent mean comparisons revealed girls perceived the classroom climate more positively than boys. We concluded that this study in the Turkish context is a further step in developing evidence of the extent to which SPCC provides psychometrically sound scores.

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School Gender Culture and Student Subjective Well-Being

Cited by 7 publications

References 61 publications

The importance of teacher support: Differential impacts by gender and sexuality

The importance of teacher support: Differential impacts by gender and sexuality

Construction of the Cross-Cultural Interaction Model for International Students Based on Big Data Analysis

Measurement Invariance of the Student Personal Perception of Classroom Climate Scale (SPPCC) in the Turkish Context

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