School Connectedness for Lesbian, Gay, Bisexual, and Transgender Youth: In-School Victimization and Institutional Supports
By Elizabeth M. Diaz, M.A., Joseph G. Kosciw, Ph.D., and Emily A. Greytak, Ph.D.
The Prevention Researcher,
Volume 17, Number 3, 2010, Pages 15-17, Item# A173-Diaz
Lesbian, gay, bisexual, and transgender students often face challenges that prevent them from developing a sense of connectedness to school. Many LGBT youth attend schools that are unwelcoming or even overtly hostile. For any student, being victimized at school can negatively impact their sense of school connectedness. This article discusses the school experiences of LGBT youth and its impact on their feelings of school connectedness. Then research findings on the relationships between connectedness, in-school victimization, and school-based supports for LGBT students are discussed. It concludes with a discussion of the implications of these findings for educators and other community members.
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This article can be found in the issue:
The Prevention Researcher,
Volume 17, Number 3, 2010
The more connected youth feel to their school, the greater their emotional well-being and academic success. In this issue, we present a multi-dimensional look at how adults can increase school connectedness, including improving the school-family relationship for diverse families and the impact of afterschool programs. We conclude with a look at how school environments may negatively impact school connectedness for two groups of youth – urban youth of color, and sexual minority youth – providing implications for educators and other community members.
This issue also featured these articles:
- Predictors and Consequences of School Connectedness: The Case for Prevention, Pages 3-6
- Promoting School Connectedness Among Urban Youth of Color: Reducing Risk Factors While Promoting Protective Factors, Pages 18-20
- School Connectedness for Lesbian, Gay, Bisexual, and Transgender Youth: In-School Victimization and Institutional Supports, Pages 15-17
- Strengthening Connections Between Schools and Diverse Families: A Cultural Capital Perspective, Pages 7-10
- The Promise of Afterschool Programs for Promoting School Connectedness, Pages 11-14
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