Toomey Russell B, Russell Stephen T
Arizona State University, Tempe.
University of Arizona, Tucson.
Youth Soc. 2013 Dec 1;45(4):500-522. doi: 10.1177/0044118X11422546.
Few studies have investigated school-based, positive development for lesbian, gay, bisexual, and queer (LGBQ) youth, despite knowledge of their heightened negative school experiences compared to heterosexual youth (e.g., school victimization). This study examines associations among participation in Gay-Straight Alliance (GSA)-related social justice activities, GSA presence, and GSA membership with victimization based on sexual orientation and school-based well-being (i.e., school safety, school belongingness, grade point average [GPA]) and future plans to vote. Using data from the Preventing School Harassment Study, a survey of 230 LGBQ students in 7th through 12th grades, the study finds that participation in GSA-related social justice activities and the presence of a GSA are positively associated with school belongingness and GPA. GSA membership is also positively associated with school belongingness. However, moderation analyses suggest that the positive benefits of GSA-related social justice involvement and the presence of a GSA dissipate at high levels of school victimization. Implications for schools are discussed.
尽管已知与异性恋青少年相比，女同性恋、男同性恋、双性恋和酷儿（LGBQ）青少年在学校有更多负面经历（例如，校园欺凌），但很少有研究调查以学校为基础的LGBQ青少年积极发展情况。本研究考察了参与同性恋异性恋联盟（GSA）相关社会正义活动、学校有GSA以及加入GSA与基于性取向的欺凌行为、学校幸福感（即学校安全感、学校归属感、平均绩点[GPA]）和未来投票计划之间的关联。利用预防校园骚扰研究的数据，该研究对7至12年级的230名LGBQ学生进行了调查，发现参与GSA相关社会正义活动和学校有GSA与学校归属感和GPA呈正相关。加入GSA也与学校归属感呈正相关。然而，调节分析表明，在校园欺凌程度较高的情况下，参与GSA相关社会正义活动和学校有GSA带来的积极益处会消失。文中讨论了该研究对学校的启示。
