Assistant Professor, (
Data Analyst Coordinator, (
J Sch Health. 2021 Apr;91(4):318-330. doi: 10.1111/josh.13005.
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.
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.
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.
Interventions are needed to strengthen school assets among marginalized students, thereby helping mitigate health and education inequities.
学校资产——如归属感、与成年人的关爱关系、成年人的高行为期望以及有意义的参与——与青少年的积极成果相关。然而，对于具有交叉边缘化身份的青少年之间的学校资产差异知之甚少。
我们使用了 2013-2014 年加利福尼亚州健康儿童调查（N=320462 名学生），使用调整后的多层次线性回归模型，检查了性取向、性别、种族/民族和社会经济地位方面的学校资产差异。
性少数群体、性别少数群体、少数种族/族裔和社会经济地位较低的青少年的保护性学校资产明显较低。对于所有结果，性少数群体青少年与异性恋青少年之间的差异在非跨性别女孩中比非跨性别男孩中更为明显；然而，这些差异在少数族裔学生中并不总是存在。对于学校归属感和有意义的参与，少数族裔学生与白人青少年之间的差异在非跨性别女孩中比非跨性别男孩中更为明显。与非跨性别男孩相比，跨性别青少年与白人青少年之间的差异更为明显。总体而言，具有某些多重边缘化身份的青少年的学校资产较低。
需要采取干预措施来加强边缘化学生的学校资产，从而帮助减轻健康和教育方面的不平等。
