Department of Educational Sciences, Vrije Universiteit Brussel, Elsene, Belgium.
Department of Sociology, Ghent University, Ghent, Belgium.
J Homosex. 2020;67(1):1-34. doi: 10.1080/00918369.2018.1522813. Epub 2018 Oct 26.
Schools are often heteronormative environments, negatively influencing the wellbeing of LGB students. Less is known about the impact on gender-variant adolescents. Hence, this study investigates the wellbeing of gender-variant students-as evidenced by their gender (a)typicality and pressure for gender conformity- in different school cultures-as evidenced by the level of traditional gender role attitudes and homonegativity. We examine these context-dependent associations in a sample of 4987 Flemish students, who were questioned three times in 2012-2014. Multilevel regression analyses show that both gender-typical and atypical adolescents feel worse in heteronormative than inclusive schools. Furthermore, the social acceptance of boys seems to be more conditional on gender-conformity in heteronormative than inclusive schools. Overall, inclusive schools ensure higher wellbeing for all students (regardless of sex or gender variance), and student-teacher relationships seem central in explaining these school differences. Implications for school policy as well as research considering heteronormativity and gender-variance are discussed.
学校通常是异性恋规范的环境，对 LGB 学生的幸福感产生负面影响。对于性别变异青少年的影响知之甚少。因此，本研究调查了性别变异学生的幸福感-由他们的性别（非典型性）和性别一致性的压力来证明-在不同的学校文化中-由传统性别角色态度和同性恋厌恶的水平来证明。我们在 2012-2014 年期间对 4987 名弗拉芒学生进行了三次调查，以样本调查了这些依赖于情境的关联。多层次回归分析表明，无论是典型性别还是非典型性别的青少年，在异性恋规范的学校中比在包容的学校中感觉更糟糕。此外，在异性恋规范的学校中，对男孩的社会接纳似乎更取决于性别一致性，而在包容的学校中则不然。总体而言，包容的学校可以确保所有学生（无论性别或性别差异如何）的幸福感更高，并且师生关系似乎是解释这些学校差异的核心因素。讨论了与异性恋规范和性别变异有关的学校政策和研究的意义。
