Relationships Between Internalized Heterosexism and Career Development in Gay and Bisexual Men

Arnett, James E.; Miles, Joseph R.

doi:10.1037/e663812012-001

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“…Students’ school/program climate and experience in a graduate program can have a large impact on not only their emotional well-being and learning in academic settings, but also their career development, including certainty or self-efficacy in relation to their vocation, and professional commitment and expertise (Arnett, 2013). In this study, we examined school psychology graduate students’ perceptions of school/program and professional climates related to diverse gender identity and sexual orientation, as well as perceived peer and faculty support, in order to explore the experiences of SGM students in graduate school psychology programs.…”

Section: The Current Studymentioning

confidence: 99%

“…Despite the improved campus climate for lesbian, gay, bisexual, transgender, and queer (LGBTQ) students as a result of colleges’ and universities’ efforts to promote diversity and inclusion (Garvey et al., 2017); many sexual and gender minority (SGM) undergraduate and graduate students continue to experience prejudice, harassment, and marginalization on their campuses due to their sexual orientation, gender identity, and gender expression (Cech et al, 2017; Moran et al, 2018; Pollock & Meek, 2016; Woodford et al, 2014). Often, the cisgender, heteronormative stance on campus makes SGM students question themselves (Arnett, 2013; Turkowitz, 2012). In addition, SGM students may not be fully represented within their curriculum and department/program, leading to feelings of invisibility and isolation (Garvey & Rankin, 2015).…”

mentioning

confidence: 99%

“…Moreover, research has shown that SGM students may experience microaggressions on college campus, which in turn can affect their academic engagement, mental health, and perception of campus support (Kulick et al, 2017). The way SGM students perceive their campus and department/program climate may also influence perceptions regarding their future career, as well as career commitment (Arnett, 2013).…”

mentioning

confidence: 99%

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Exploration of the experiences of sexual and gender minority students in school psychology programs.

Chen

Panebianco

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2023

Psychology of Sexual Orientation and Gender Diversity

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This study explored the potential barriers to the success of sexual and gender minority (SGM) students in school psychology programs by assessing their experiences in academic and professional environments. The sample consisted of 34 SGM and 170 non-SGM school psychology graduate students in the United States. Results revealed that SGM and non-SGM students reported similar levels of academic engagement, peer and faculty support, self-efficacy, and perceived stress. However, SGM students, when compared to non-SGM students, perceived their academic and professional environments as less supportive of their gender and sexual identities. In addition, SGM students, especially those perceiving higher levels of microaggressions, reported significantly higher levels of worry about their future employment opportunity and job security as school psychologists. Training program and faculty support were related to SGM graduate students' psychological distress and sense of career perspectives. Implications suggest a need for creating more supportive academic and professional environments for SGM school psychology students. Public Significance StatementThis was the first study to explore the potential barriers to the success of sexual and gender minority graduate students in school psychology programs. The results highlight the unique challenges facing sexual and gender minority students in their academic and professional environments. Implications suggest a need for fostering a more positive climate in the profession of school psychology for sexual and gender minority graduate students.

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Section: The Current Studymentioning

confidence: 99%