Département de Psychoéducation, Université de Sherbrooke, 150 Place Charles Le Moyne, Longueuil, QC, Canada.
Department of Psychology, University of Nebraska at Omaha, United States of America.
J Sch Psychol. 2021 Jun;86:120-132. doi: 10.1016/j.jsp.2021.03.001. Epub 2021 May 6.
Gender minoritized students experience unique challenges in their school environments that may have consequences for their educational outcomes, including academic engagement. The goal of the current study was to understand the association between gender identity and academic engagement among adolescents attending public high schools in Paraná, Brazil (N = 10,828). In particular, student perceptions of student-teacher relationships, school rule fairness and clarity, school-wide academic engagement, and peer victimization were examined as four facilitator/barrier factors that may account for lower levels of academic engagement for gender minoritized students as compared to their cisgender peers, and these processes were tested for differences across race/ethnicity. Public high school students (ages 12-18 years) completed an in-class survey assessing their gender identities, perceptions of the school environment, and academic engagement. Gender minoritized students reported significantly lower levels of academic engagement as compared to their cisgender peers. They also reported less clear and fair school rules, lower levels of school-wide academic engagement, and higher levels of victimization. These facilitator/barrier variables partially accounted for the lower levels of academic engagement reported by gender minoritized students. No significant differences were observed for gender identity according to race/ethnicity. These findings suggest that facilitators/barriers that account for academic engagement for students in general partially explain gender identity-related disparities, and the implications for school psychologists are discussed.
性别少数群体学生在学校环境中会经历独特的挑战，这些挑战可能会对他们的教育成果产生影响，包括学业参与度。本研究的目的是了解巴西帕拉纳州公立高中青少年的性别认同与学业参与度之间的关系（N=10828）。具体来说，研究考察了学生对师生关系、校规公平性和清晰度、全校学术参与度以及同伴受害情况的看法，这些因素可能是导致性别少数群体学生的学业参与度低于顺性别同龄人，并且还测试了这些过程在种族/民族之间的差异。公立高中学生（12-18 岁）完成了一项课堂调查，评估他们的性别认同、对学校环境的看法和学业参与度。与顺性别同龄人相比，性别少数群体学生的学业参与度明显较低。他们还报告说校规不够清晰和公平，全校学术参与度较低，受害程度较高。这些促进/障碍变量部分解释了性别少数群体学生报告的较低学业参与度。根据种族/民族，性别认同没有观察到显著差异。这些发现表明，解释学生学业参与度的促进/障碍因素部分解释了与性别认同相关的差异，讨论了对学校心理学家的影响。
