Holding the space: Individual- and group-level factors predicting member retention in gender-sexuality alliances.

Abstract

Involvement in extracurricular groups is associated with positive outcomes for youth. Gender-Sexuality Alliances (GSAs) are school-based clubs that may provide benefits to sexual and gender minority (SGM) youth and their allies, yet little is known about what factors predict member retention. The current study explores individual-and group-level predictors of youth's sustained or discontinued membership in GSAs during a school year. Participants were 410 youth (M age = 15.56; 83% sexual minority; 57% cisgender female; 70% White) and 50 advisors in 32 GSAs purposively sampled across Massachusetts who completed surveys at the beginning and end of the school year. Sexual minority youth and youth who took on more leadership roles at the beginning of the year were less likely to have left their GSA by the end of the school year. Youth who perceived higher levels of social support from their GSA trended less likely to leave their GSA as well, although the association was not significant. Youth who engaged in more advocacy were more likely to have left. Youth in GSAs with greater structure to their meetings were less likely to discontinue their membership; specifically, having a meeting agenda was uniquely predictive of member retention. Implications for GSA inclusivity and practices to promote retention within GSAs and similar social justice-oriented clubs are discussed. Public Significance StatementAt the beginning of the year, youth who had more leadership roles, engaged in less advocacy, and were in GSAs with greater structure were less likely to discontinue their membership by the year's end. Member retention is important to GSAs in their continual efforts to support SGM youth and to promote social justice in schools. Understanding factors that underlie youth's sustained membership could signal important issues to which GSAs should attend in their efforts to cultivate and sustain their membership.

Examining the mental health needs of sexual and gender minority youth to articulate a multitiered system of supports for schools

“…GSAs—promoting retention and inclusivity : Of note, research has indicated that GSA Clubs are not as impactful for students of color as they are for White students (Baams & Russell, 2020; O'brien et al, 2022; Poteat et al, 2020). These findings have implications for making GSAs more inclusive spaces in general, and more culturally affirming environments for non‐White LGBTQ+ students, for whom GSAs are oftentimes insufficient in improving mental health (Baams & Russell, 2020).…”

“…This highlights the importance of having all members show interest in discussing these topics to foster safe and inclusive environments for non‐White students. In terms of retaining members overall, O'brien et al (2022) identified several factors that retain members for more extended periods of time. Factors that increased retention included students acquiring leadership roles, advisors setting clear agendas in meetings, and members feeling perceived levels of social support.…”

“…Factors that increased retention included students acquiring leadership roles, advisors setting clear agendas in meetings, and members feeling perceived levels of social support. While some of these factors exist at the individual level, others existed at the group level, posing opportunities for advisors to foster environments that encourage longevity (O'brien et al, 2022).…”

Between Resilience and Agency: A Systematic Review of Protective Factors and Positive Experiences of LGBTQ+ Students

“…Within the group of studies that analyzed the role of the school climate, extracurricular activities that occur within and with the support of schools have proven to be effective in the prevention of negative outcomes and in promoting personal and collective skills among LGBTQ+ students. These practices include GSAs or some other form of LGBTQ+-inclusive school clubs [27][28][29][30][31][32][33][34][35][36][37][38], theatre-based activities, or some form of storytelling or narrative approach [39][40][41], mindfulness or meditation activities [42,43], and sports practice and arts [43]. Other identified extracurricular activities comprehend alternative pedagogic approaches, such as peer education [41], narrative approach [39], or critical dialogue and writing exercises [44].…”

Sexual Minorities and Loneliness: Exploring Sexuality through Social Media and Gender–Sexuality Alliance (GSA) Supports

“…As such, while GSAs are typically student-led groups and operate differently across schools, they each strive to serve as a means of social support for LGBTQ+ students whose experiences and needs may not otherwise be recognized. These organizations provide opportunities for community engagement, education, and leadership development for LGBTQ+ youth and allies and can cover a wide range of topics, including advocating for greater awareness of different LGBTQ+ identities, providing support to those facing discrimination or seeking to come out, and co-learning about health subjects [ 29 , 30 ]. GLSEN’s 2019 National School Climate Survey found that schools with GSAs were associated with lower levels of LGBTQ+ youth victimization than schools without GSAs, and LGBTQ+ youth reported feeling safer and more accepted by their peers [ 31 ].…”