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

Abstract

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.

Changing the narrative in schools: Addressing systemic barriers and stereotypes that prevent gender and sexual diverse youth from thriving

“…The authors did not find a relationship between the frequency of discussions about immigration and increased critical consciousness. Similar to the conclusions of Truong and Zongrone (2021), this finding may speak to the varied activities and discussions across GSAs. Rosenbach et al (2021) noted that while GSA clubs may aspire to address intersectional systems of oppression beyond gender identity and sexual orientation, the quality of the discussions in the clubs may need to be studied rather than the frequency of discussions.…”

“…In addition to curricular issues in schools, extracurricular activities and clubs serve an important role for youth and may be supportive or unsupportive of the needs of GSD students. Truong and Zongrone (2021) extend our understanding of the role of GSAs in schools in fostering school belonging and psychological well-being. As they and other researchers have noted, LGBTQ youth who reported having a GSA in their school are more likely to report higher levels of self-esteem and connection to school, and lower levels of depression, as compared to…”

“…Another important finding from Truong and Zongrone (2021) was that the degree of school belonging, self-esteem, or depression did not differ between LGBTQ White students and students of color, suggesting that LGBTQ youth of color similarly utilize GSAs as safe spaces and for school belonging as their White peers. Rosenbach et al (2021) similarly studied the role of GSAs in fostering conversations and providing safe spaces for LGBTQ youth to discuss discrimination and issues related to immigration.…”

Mental Health and Psychosocial Risk and Protective Factors Among Black and Latinx Transgender Youth Compared With Peers

“…Organizations such as the Gay, Lesbian, and Straight Education Network recommend intersectional approaches in supporting Black and Latinx sexual minority and gender diverse youth. These approaches include supporting student clubs, such as Gay Straight Alliance, and ethnic/cultural clubs collaborating to address their needs and professional development for school staff that addresses unique experiences of these youth . Pediatric and adolescent medicine clinicians should be involved in school-based efforts to address the unique needs of these youth.…”

Investing in Black LGBTQ+ liberation as white people: A call to action for community psychology

“…This pattern is also prevalent within the juvenile system, where 85% of incarcerated LGBTQ+ youth are youth of Color (Lydon et al, 2015). As another example, compounded oppression manifests as Black LGBTQ+ youth—particularly those with multiracial identities—being more likely to experience harassment at school based both on LGBTQ+ identity and race in comparison to their cis‐het peers (Truong et al, 2020), yet less access to mental health services, even when expressing thoughts of suicide (Trevor Project, 2020).…”