不同LGBTQ青年的大学抱负、性别联盟和教师支持。

IF 3.1 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Review Pub Date : 2022-01-01 DOI:10.1080/00131911.2020.1816907
Steven Feldman, Ryan J Watson, Connor Gallik
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引用次数: 3

摘要

女同性恋、男同性恋、双性恋、跨性别和同性恋/质疑(LGBTQ)青年报告了敌对的学校氛围和基于性的骚扰,但学术界并没有清楚地记录这些氛围如何与这一人群的大学愿望联系起来。考虑到上大学已经成为许多高中生的共同愿望,我们试图探索LGBTQ青年在上大学愿望方面的亚组差异,以及LGBTQ特定的社区因素,如性别性取向联盟(GSA)的存在和教师的支持,是否与上大学愿望有关。为此,我们分析了来自美国各地LGBTQ青年的大样本(N = 11,327, Mage = 15.57)。我们通过双变量和多变量逻辑回归模型比较了青年亚组的大学愿望,以探索学校因素(即gsa的存在和LGBTQ特定教师的支持)如何与LGBTQ青年的大学愿望相关。我们发现,与顺性同龄人相比,跨性别青年不太可能渴望上大学。此外,更常见的性少数群体(如男同性恋/女同性恋)与具有更多新兴身份标签(如无性恋、酷儿)的同龄人相比,不太可能渴望上大学。在我们的样本中,gsa的存在和支持LGBTQ的教师的较高报告与所有LGBTQ青年渴望上大学的几率增加有关。这些发现对学校和教师如何为性少数群体和性别少数群体的大学教育提供了启示。研究结果表明,LGBTQ人群不应该在大学准备、准备和愿望方面被视为一个整体。
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College Aspirations, Gender Sexuality Alliances, and Teacher Support among Diverse LGBTQ Youth.

Lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) youth report hostile school climates and sexuality-based harassment, but scholarship has not clearly documented how these climates might be associated with college aspirations among this population. Given college has become a common aspiration for many high school youths, we sought to explore subgroup differences in college aspirations among LGBTQ youth, and whether or not LGBTQ-specific community factors, such as Gender Sexuality Alliances (GSA) presence and teacher support, were related to college aspirations. To do this, we analyzed a large sample (N = 11,327, Mage = 15.57) of LGBTQ youth from across the United States. We compared college aspirations across subgroups of youth via bivariate and multivariable logistic regression models to explore how school factors (i.e., presence of GSAs and LGBTQ-specific teacher supportiveness) were associated with college aspirations among LGBTQ youth. We found that transgender youth were less likely to aspire to go to college compared to cisgender counterparts. Additionally, more common sexual minority subgroups (e.g., gay/lesbian) were less likely to aspire to go to college compared to their counterparts with more emergent identity labels (e.g., asexual, queer). The presence of GSAs and higher reports of LGBTQ-supportive teachers were associated with increased odds of aspiring to go to college across all LGBTQ youth in our sample. These findings have implications for how schools and teachers prepare sexual and gender minorities for college. The findings imply that LGBTQ populations should not be treated as monolithic in their college readiness, preparation, and aspirations.

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来源期刊
Educational Review
Educational Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.90
自引率
3.00%
发文量
105
期刊介绍: Educational Review is a leading journal for generic educational research and scholarship. For over seventy years it has offered scholarly analyses of global issues in all phases of education, formal and informal. It publishes peer-reviewed papers from international contributors across a range of education fields and or perspectives including pedagogy and the curriculum, history, philosophy, psychology, sociology, international and comparative education and educational leadership. Articles offer original insights to formal and informal educational policy, provision, processes and practice and the experiences of all those involved in many countries around the world. The editors welcome high quality, original papers which encourage and enhance debate on social justice and critical enquiry in education, besides innovative new theoretical and methodological scholarship. The journal offers six editions a year. The Board invites proposals for special editions as well as commissioning them.
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