Woodford Michael R, Kulick Alex
Lyle S. Hallman Faculty of Social Work, Wilfrid Laurier University, 120 Duke Street West, Kitchener, ON, N2H 3W8, Canada,
Am J Community Psychol. 2015 Mar;55(1-2):13-24. doi: 10.1007/s10464-014-9683-x.
A heterosexist campus climate can increase risk for mental health problems for sexual minority students; however, the relationship between campus climate for sexual minorities and academic outcomes remains understudied. Using a sample of sexual minority respondents extracted from a campus climate survey conducted at a large university in the Midwest, we examine relationships between multiple dimensions of psychological and experiential campus climate for sexual minorities with academic integration (academic disengagement, grade-point average [GPA]) and social integration (institutional satisfaction, acceptance on campus). We also investigate the protective role of engagement with informal academic and peer-group systems. Findings suggest campus climate affects sexual minority students' integration. In multivariate analyses, perceptions of whether lesbian, gay, and bisexual (LGB) people could be open about their sexual identity was positively associated with acceptance on campus; personal heterosexist harassment was positively associated with academic disengagement and negatively with GPA. Students' informal academic integration (instructor relations) and informal social integration (LGB friends) demonstrated influential main effects but did not moderate any of the climate-outcome relationships. Researchers should further explore the relationships between climate and academic outcomes among sexual minority students, both collectively and among specific sub-groups, and address the role of other protective factors.
异性恋至上的校园氛围会增加性少数群体学生出现心理健康问题的风险；然而，性少数群体的校园氛围与学业成绩之间的关系仍未得到充分研究。我们从美国中西部一所大型大学开展的校园氛围调查中抽取了性少数群体受访者样本，考察了性少数群体在心理和体验方面的校园氛围的多个维度与学业融入（学业脱离、平均绩点[GPA]）和社会融入（对学校的满意度、在校园中被接纳程度）之间的关系。我们还研究了参与非正式学术和同伴群体系统的保护作用。研究结果表明校园氛围会影响性少数群体学生的融入情况。在多变量分析中，对女同性恋、男同性恋和双性恋（LGB）者是否能够公开其性取向的认知与在校园中被接纳程度呈正相关；个人遭受的异性恋至上骚扰与学业脱离呈正相关，与GPA呈负相关。学生的非正式学术融入（与教师的关系）和非正式社会融入（有LGB朋友）显示出有影响力的主效应，但并未调节任何氛围与结果之间的关系。研究人员应进一步探讨性少数群体学生整体以及特定子群体中氛围与学业成绩之间的关系，并探讨其他保护因素的作用。
