Gay-Straight Alliances, Social Justice Involvement, and School Victimization of Lesbian, Gay, Bisexual, and Queer Youth

Abstract

Few studies have investigated school-based, positive development for lesbian, gay, bisexual, and queer (LGBQ) youth, despite knowledge of their heightened negative school experiences compared to heterosexual youth (e.g., school victimization). This study examines associations among participation in Gay-Straight Alliance (GSA)–related social justice activities, GSA presence, and GSA membership with victimization based on sexual orientation and school-based well-being (i.e., school safety, school belongingness, grade point average [GPA]) and future plans to vote. Using data from the Preventing School Harassment Study, a survey of 230 LGBQ students in 7th through 12th grades, the study finds that participation in GSA-related social justice activities and the presence of a GSA are positively associated with school belongingness and GPA. GSA membership is also positively associated with school belongingness. However, moderation analyses suggest that the positive benefits of GSA-related social justice involvement and the presence of a GSA dissipate at high levels of school victimization. Implications for schools are discussed.

Are school policies focused on sexual orientation and gender identity associated with less bullying? Teachers' perspectives

“…Students in schools with GSAs report fewer homophobic remarks, less harassment and bullying based on sexual orientation or gender identity, are less likely to miss school because of feeling unsafe, and are more likely to feel a sense of belonging to their school (e.g., Toomey & Russell, 2013; Kosciw et al, 2014). In a state-wide study in Massachusetts, Szalacha (2003) found that the presence of a GSA (not necessarily membership or participation in it) was a strong predictive factor in perceived school safety for LGBTQ as well as heterosexual students.…”

School climate and the experience of LGBT students: A comparison of the United States and Israel

“…With regard to LGBT youth, recent research has demonstrated the negative impact of peer victimization on psychological adjustment and how that serves as a pathway to poorer academic outcomes (Kosciw, Palmer, Kull, & Greytak, 2013). Yet, research has also documented how affirmative supports for LGBT students at school can contribute to better school climates for LGBT as well as the well-being and academic success of these students (Kosciw, Greytak, Palmer, & Boesen, 2014;Toomey & Russell, 2013;Toomey, Ryan, Diaz, & Russell, 2013).…”

Gay‐Straight Alliances Vary on Dimensions of Youth Socializing and Advocacy: Factors Accounting for Individual and Setting‐Level Differences

“…Yet, few studies have considered what factors account for some settings’ and youths’ greater involvement in advocacy than others. Given that advocacy is associated with wellbeing (Toomey & Russell, 2013), it is essential to ensure that such activities match the needs and abilities of youth so that they can derive the most benefit.…”

“…Attention to social justice has been limited in the general youth programs literature and in models specifying factors that promote youth participation in these programs (Eccles & Gootman, 2002). Considering the benefits of advocacy not only for GSA members but also non-members in their schools who may face discrimination (Russell et al, 2009; Toomey & Russell, 2013), more attention should be given to youths’ efficacy to engage in advocacy. Adult advisors should not assume youth feel as capable to lead these types of events as they do others (e.g., socializing).…”

“…Because advocacy involves working with others or addressing issues external to the GSA, it may foster more bridging social capital (e.g., to other groups in schools or the wider community) that also benefits GSA members. Indeed, advocacy is related to empowerment, belonging, and purpose (Poteat et al, 2015; Russell et al, 2009; Toomey & Russell, 2013). These activities also may benefit non-members (e.g., engender hope, promote their safety) because these efforts seek larger scale changes on concerns that affect students who are not immediate members of the GSA.…”