At the Margins: Comparing School Experiences of Nonbinary and Binary-Identified Transgender Youth.
At the Margins: Comparing School Experiences of Nonbinary and Binary-Identified Transgender Youth.
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DOI：
10.1111/josh.12882
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发表时间：
2020-05
期刊：
影响因子：
--
通讯作者：
Rehm JL
中科院分区：
文献类型：
--
作者：
Allen BJ;Andert B;Botsford J;Budge SL;Rehm JL
跨性别、非二元和跨性别（TNG）青年是一个多元化的群体，包括性别认同超越性别二元的青年。虽然非二元青少年的受害和心理健康的经验差距，学校归属感，支持和资源没有得到很好的描述。我们对威斯康星州的TNG年轻人（12-22岁）进行了一项在线调查，以评估学校归属感，安全性，支持和资源。我们使用多变量方差分析、多变量协方差分析、卡方检验和逻辑回归分析比较了非二元身份与二元身份参与者的反应。共有287名TNG年轻人符合入选标准（平均年龄18.2 ± 2.5岁）。超过40%的参与者被认为是非二进制的。非二进制参与者不太可能是教师，但更有可能利用支持人员作为一种资源相比，二进制识别TNG同行。在学校安全和归属感方面没有显着差异。大多数学校的经验并没有显着不同的TNG年轻人与二元和非二元性别身份，虽然非二元的年轻人不太可能在学校。未来的研究应该研究影响非二元年轻人是否分享他们的性别认同和获得学校支持服务的因素。
Transgender, nonbinary, and gender nonconforming (TNG) young people are a diverse group, including young people with gender identities beyond the gender binary. While nonbinary youth experience disparities in victimization and mental health, school belonging, support, and resources have not been well described. We conducted an online survey of TNG young people (ages 12–22) in Wisconsin to assess school belonging, safety, support, and resources. We compared responses among participants with nonbinary versus binary identities using mulvariate analysis of variance, multivariate analysis of covariance, chi-square and logistic regression analysis. A total of 287 TNG young people met inclusion criteria (average age 18.2 ± 2.5 years). More than 40 percent of participants identified as nonbinary. Nonbinary participants were less likely to be out to teachers, but more likely to utilize supportive staff as a resource compared to binary-identified TNG peers. There were no significant differences in school safety and belonging. Most school experiences do not vary significantly between TNG young people with binary versus nonbinary gender identities, though nonbinary young people are less likely to be out at school. Future research should examine factors that impact whether nonbinary young people share their gender identity and access school support services.
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DOI：
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