Literaturnachweis - Detailanzeige
| Autor/inn/en | Coulter, Robert W. S.; Paglisotti, Taylor; Montano, Gerald; Bodnar, Kaitlin; Bersamin, Melina; Russell, Stephen T.; Hill, Ashley V.; Mair, Christina; Miller, Elizabeth |
|---|---|
| Titel | Intersectional Differences in Protective School Assets by Sexuality, Gender, Race/Ethnicity, and Socioeconomic Status |
| Quelle | In: Journal of School Health, 91 (2021) 4, S.318-330 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Bodnar, Kaitlin) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-4391 |
| DOI | 10.1111/josh.13005 |
| Schlagwörter | Adolescents; Sexuality; Gender Differences; Racial Differences; Socioeconomic Status; Student Characteristics; Minority Group Students; Low Income Students; LGBTQ People; At Risk Students; Ethnicity; Student School Relationship; Student Participation; Identification (Psychology) |
| Abstract | Background: School assets--such as connectedness, caring relationships with adults, high behavioral expectations from adults, and meaningful participation--are associated with positive outcomes for adolescents. However, little is known about how school assets differ among adolescents with intersecting marginalized identities. Methods: We used the 2013-2014 California Healthy Kids Survey (N = 320,462 students) to examine differences in school assets with respect to sexuality, gender, race/ethnicity, and socioeconomic status using adjusted multilevel linear regression models. Results: Sexual minority, gender minority, racial/ethnic minority, and low socioeconomic status adolescents had significantly lower protective school assets. For all outcomes, the differences between sexual minority and heterosexual adolescents were more pronounced among nontransgender girls than nontransgender boys; however, these differences were not consistently present among racial/ethnic minority students. For school connectedness and meaningful participation, differences for racial/ethnic minorities versus white adolescents were more pronounced among nontransgender girls than nontransgender boys. Differences between transgender adolescents and nontransgender boys were more pronounced for white adolescents compared to some other racial/ethnic minority students. Overall, adolescents with certain multiple marginalized identities had lower school assets. Conclusions: Interventions are needed to strengthen school assets among marginalized students, thereby helping mitigate health and education inequities. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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