Gower Amy L, Houghtaling Laura, Lawrence Samantha E, Eadeh Hana-May, McCurdy Amy L, Rider G Nic, Russell Stephen T, Eisenberg Marla E
Division of General Pediatrics and Adolescent Health, Department of Pediatrics, University of Minnesota. 717 Delaware St. SE, Minneapolis, MN, 55414, USA.
School of Public Health, Division of Epidemiology & Community Health, University of Minnesota, 300 West Bank Office Building, 1300 S 2nd St., Minneapolis, MN 55454, USA.
J Sch Violence. 2025;24(3):329-342. doi: 10.1080/15388220.2025.2473470. Epub 2025 Mar 17.
Youth with marginalized racial, ethnic, sexual, and gender identities experience bias and stigma in schools that relate to school absences, disengagement, and pushout and may impact learning and achievement over time. Using data from 9-12 graders who participated in the 2019 Minnesota Student Survey (N=80,456) and the 2017-2019 California Healthy Kids Survey (N=512,067), we used Exhaustive Chi-Square Automatic Interaction Detection (ECHAID) to explore how experiences of bias-based bullying and teacher caring were related to general absences, safety-related absences, and grades among youth with diverse races, ethnicities, sexual and gender identities. Both datasets demonstrated important heterogeneity in the school experiences of youth with marginalized identities, particularly in the context of bias-based bullying victimization and low teacher caring. Structural change in schools should be guided by the experiences of youth with marginalized identities to improve school attendance, safety, and achievement.
具有边缘化种族、族裔、性取向和性别身份的青少年在学校会遭遇与缺课、学业脱节和被开除相关的偏见和耻辱，随着时间的推移，这可能会影响学习和成绩。利用参与2019年明尼苏达学生调查（N = 80,456）的9至12年级学生以及2017 - 2019年加利福尼亚健康儿童调查（N = 512,067）的数据，我们使用穷尽式卡方自动交互检测（ECHAID）来探究基于偏见的欺凌经历和教师关怀与不同种族、族裔、性取向和性别身份的青少年的总体缺课、与安全相关的缺课及成绩之间的关系。两个数据集都表明，具有边缘化身份的青少年在学校经历方面存在重要的异质性，尤其是在基于偏见的欺凌受害和教师关怀不足的情况下。学校的结构变革应以具有边缘化身份的青少年的经历为指导，以提高学校出勤率、安全性和学业成绩。
