Advances in research with LGBTQ youth in schools.

Heck, Nicholas C.; Poteat, V. Paul; Goodenow, Carol

doi:10.1037/sgd0000206

Cited by 16 publications

(6 citation statements)

References 36 publications

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“…The goal of this study was to explore relationships among peer victimization, school belonging, and drug use among transgender youth as well as the role of their intersectional identities. There is a clear dearth of research that examines these factors among transgender youth and, therefore, this study offers a unique contribution to the extant literature [ 60 ].…”

Section: Discussionmentioning

confidence: 99%

Understanding Intersectionality and Resiliency among Transgender Adolescents: Exploring Pathways among Peer Victimization, School Belonging, and Drug Use

Hatchel

Marx

2018

IJERPH

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Transgender youth experience elevated levels of victimization and may therefore report greater drug use than their cisgender peers, yet little is known about protective factors like school belonging that may mediate this relationship. Further, scant research has explored the experiences of youth at the intersection of transgender identity and youth of color status or low socioeconomic status, especially with respect to these multiple minority statuses’ associations with peer victimization, drug use, and school belonging. Using data from the California Healthy Kids Survey, the current study employs structural equation modeling to explore the relationships among school belonging, peer victimization, and drug use for transgender youth. Findings indicate that school belonging does mediate the pathway between peer victimization and drug use for transgender youth and that although youth of color experience greater victimization, they do not engage in greater drug use than their white transgender peers. Based on these results, those concerned with the healthy futures of transgender youth should advocate for more open and affirming school climates that engender a sense of belonging and treat transgender youth with dignity and fairness.

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Section: Discussionmentioning

confidence: 99%

Understanding Intersectionality and Resiliency among Transgender Adolescents: Exploring Pathways among Peer Victimization, School Belonging, and Drug Use

Hatchel

Marx

2018

IJERPH

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“…Additionally, the position statement points to the role of the school nurse as an advocate for policies and practices to support SGM students. There is currently a need for rigorous research to understand how to best support SGM students (Heck, Poteat, & Goodenow, 2016). Such research must rely on the collaborations and advocacy fundamental to the role of the school nurse (Wainwright, Thomas, & Jones, 2000).…”

Section: Implications For School Nursing and School Health Services Rmentioning

confidence: 99%

Recruitment of Schools for Intervention Research to Reduce Health Disparities for Sexual and Gender Minority Students

Shattuck

Hall

Green

et al. 2018

The Journal of School Nursing

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Recruiting schools for intervention research can be daunting. This study examined the experiences of researchers recruiting public high schools for a randomized controlled trial to reduce suicide disparities for sexual and gender minority (SGM) youth by implementing evidence-based strategies to enhance school environments. We enrolled 42 schools throughout New Mexico between August 2016 and April 2017. Based on qualitative analysis of recruitment efforts, three groups of factors affected enrollment: (1) non-SGM-specific factors, (2) SGM-specific factors, and (3) facilitating factors. Non-SGM-specific factors negatively impacted the willingness or ability to participate (e.g., demanding staff workloads and beliefs that “outsiders” should not assist with school-based interventions). Notable SGM-specific factors centered on influences in socially conservative community environments and beliefs that schools lacked SGM students. Advocacy, leveraging relationships, and persistence were facilitating factors for overcoming recruitment obstacles. Our findings have implications for researchers and school nurses interested in school-based interventions, especially those focused on SGM youth.

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“…A growing body of literature has demonstrated that schools are often unwelcoming and unsafe spaces for lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth, many of whom report experiences of hostile school climate that target their sexual orientation, gender identity, and gender expression (Heck et al, 2016; Johns et al, 2018; Kosciw et al, 2020). Further, research has shown that transgender students (i.e., students whose gender does not align with the sex they were assigned at birth) experience especially hostile school climates compared with their cisgender lesbian, gay, bisexual, and queer (CLGBQ) peers and that these experiences have an adverse effect on their psychological well-being (Day et al, 2018; Gower et al, 2018; Hatchel & Marx, 2018; Kosciw et al, 2020; Walls et al, 2018; White et al, 2018).…”

mentioning

confidence: 99%

Transgender and Nonbinary Youths’ Experiences With Gender-Based and Race-Based School Harassment

Zongrone¹,

Truong²,

Clark³

2022

Teachers College Record: The Voice of Scholarship in Education

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Background: Transgender and nonbinary (TNB) students commonly experience identity-based harassment, which is associated with poorer mental health, and TNB students of color may experience harassment targeting gender, race/ethnicity, and other identities. Applying an intersectional lens to minority stress theory suggests that different forms of identity-based harassment that target different identities are interconnected. However, few studies address intersecting forms of bias experienced by TNB students of color. Purpose: The purpose of this study is to examine the interplay of racism and transphobia among TNB students by comparing experiences of racist and transphobic harassment across seven racial/ethnic groups and examining the effects of these forms of identity-based harassment on the mental health of TNB students of color. Participants: Participants were drawn from a large national sample of LGBTQ students who were enrolled in secondary school during the 2018-2019 school year. The study sample consists of all those who were TNB (N = 6,795). The majority of the sample identified as transgender (68.7%), and just under a third identified as nonbinary, but not as transgender (31.3%). The majority were White (71.3%), and approximately a third identified as gay or lesbian (33.7%).Research Design: This quantitative study employed a multivariate analysis of covariance to examine differences in frequency of racist and transphobic harassment across racial/ethnic groups. Hierarchical linear regressions were used to examine the main effects of harassment, as well as interaction effects between these forms of harassment, on depression and self-esteem among TNB students of color.

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Advances in research with LGBTQ youth in schools.

Cited by 16 publications

References 36 publications

Understanding Intersectionality and Resiliency among Transgender Adolescents: Exploring Pathways among Peer Victimization, School Belonging, and Drug Use

Understanding Intersectionality and Resiliency among Transgender Adolescents: Exploring Pathways among Peer Victimization, School Belonging, and Drug Use

Recruitment of Schools for Intervention Research to Reduce Health Disparities for Sexual and Gender Minority Students

Transgender and Nonbinary Youths’ Experiences With Gender-Based and Race-Based School Harassment

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