Preparing LGBTQ youth for the high school to college transition: a multidimensional approach

Abstract

AbstractLesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) students experience a host of poor high school to college transition outcomes when compared to their cisgender, heterosexual counterparts (Rankin et al., Citation2010; Sanlo, Citation2004). The current paper proposes a multidimensional framework for assessing college readiness, developed to address the unique needs of college-aspirational and early-college LGBTQ students. It identifies four key areas relevant to supporting LGBTQ students’ success during the high school to college transition. The role of peer, family, school, and individual differences will be discussed relative to supporting positive academic, mental health, and social-behavioral outcomes among college-aspirational and early-college LGBTQ youth.Keywords: LGBTQcollege readinessminority stress Disclosure statementThe authors report there are no competing interests to declare.Additional informationNotes on contributorsHao-Jan LuhHao-Jan Luh, PhD is an Assistant Professor at Rowan University in the College of Education department of Wellness and Inclusive Services in Education (WISE). He completed his doctoral training in educational psychology at the University of Connecticut. He also earned a graduate certificate in School-wide Positive Behavior Support. His research interests include consultation, implementation, classroom management, social emotional learning, and diversity.Johanna deLeyer-TiarksJohanna deLeyer-Tiarks, PhD is an Assistant Professor in the School-Clinical Child Psychology Program at Pace University and Director of the Center for Education and Intervention Research (CEIR). She earned her Ph.D in Educational Psychology at the University of Connecticut and holds dual Master’s degrees in both Educational Psychology and Community Psychology. Dr. deLeyer’s research centers on the development and investigation of evidence-based interventions to promote positive behavioral, academic, social-emotional, and physical health outcomes. She is particularly interested in mind-body health and self-modeling interventions. Recently, her work has focused on investigating the utility of virtual reality as a tool to facilitate remote implementation of self-modeling interventions for stuttering. She is also completing research on video self-modeling as an intervention for gender affirming vocal training, and relaxation and guided imagery as a treatment for asthma. Her other current research interests include the identification and remediation of academic disparities experienced by LGBTQ students during the high school to college transition period.Hailey WojcikHailey Wojcik is a graduate research assistant at the Center for Health Equity at Albert Einstein College of Medicine, engaged in research on topics including: mental health disparities among transgender and nonbinary communities, LGBTQ people with psychosis, and development of health equity interventions. She is also an intern for the Central New York Psychiatric Center & Office of Mental Health’s New York State Transgender Identity Project. She completed her master’s degree in clinical psychology at Teachers College, Columbia University with a certificate from the Sexuality, Women and Gender Project, LGBTQ concentration and is now completing a PhD in Clinical Psychology at City College. She earned her BA in English and Creative Writing from Western Michigan University. She worked with neurologist and writer Oliver Sacks from 2008 to 2015. She is also a musician and visual artist. Her research interests include LGBTQ mental health disparities and minority stress; psychotic disorders and stigma; and creativity, music and mental health.Francis MandracchiaFrancis Mandracchia holds a master’s degree in General Psychology from the Gordon F. Derner School of Psychology where he also serves as the Executive Assistant to the Dean. His research interests include risk and resilience factors in lesbian, gay, and bisexual individuals, and stigma related to mental illness and homosexuality within the fields of psychology and psychiatry. He earned a BA in economics, with a minor in the Edgar Fellows Honors Program from the State University of New York– Geneseo