Who, What, Where, When, and Why: Demographic and Ecological Factors Contributing to Hostile School Climate for Lesbian, Gay, Bisexual, and Transgender Youth
Who, What, Where, When, and Why: Demographic and Ecological Factors Contributing to Hostile School Climate for Lesbian, Gay, Bisexual, and Transgender Youth
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DOI：
10.1007/s10964-009-9412-1
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发表时间：
2009-08-01
影响因子：
4.9
通讯作者：
Diaz, Elizabeth M.
中科院分区：
文献类型：
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作者：
Kosciw, Joseph G.;Greytak, Emily A.;Diaz, Elizabeth M.
本研究考察了地理位置（地区和场所）、社区水平（学区贫困和成人教育程度）和学区水平（学区规模和学生与主要学校人员的比例）变量如何与女同性恋、男同性恋、双性恋和跨性别（LGBT）青年的敌对学校气候指标相关。敌对气氛的指标包括关于性取向和性别表达的恐同言论和受害的频率。我们使用了一项针对LGBT中学生的全国性调查数据（N = 5420, 57.6%为女性，65.5%为白人，平均年龄为15.9岁）。回归分析的结果表明，农村社区和成人教育程度较低社区的LGBT青年可能面临特别恶劣的学校环境。学区特征对LGBT青少年经历的差异影响不大。研究结果强调了考虑LGBT青年所处的多重环境的重要性，特别是当他们与教育经历有关时。
This study examines how locational (region and locale), community-level (school district poverty and adult educational attainment), and school district-level (district size and ratios of students to key school personnel) variables are related to indicators of hostile school climate for lesbian, gay, bisexual, and transgender (LGBT) youth. Indicators of hostile climate included frequency of homophobic remarks and victimization regarding sexual orientation and gender expression. We used data from a national survey of LGBT secondary school students (N = 5,420; 57.6% female; 65.5% White; mean age = 15.9). Results from regression analyses demonstrated that LGBT youth in rural communities and communities with lower adult educational attainment may face particularly hostile school climates. School district characteristics contributed little to the variation in LGBT youth's experiences. Findings highlight the importance of considering the multiple contexts that LGBT youth inhabit, particularly as they pertain to educational experiences.