Understanding Safety, Victimization And School Climate Among Rural Lesbian, Gay, Bisexual, Transgender, And Questioning (LGBTQ) Youth

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
Jason Lynch, Ph.D., Assistant Professor of Higher Education (Creator)
Appalachian State University (ASU )
Web Site: https://library.appstate.edu/

Abstract: Nearly three decades of research have examined the experiences of LGBTQ students in schools. These include numerous studies documenting elevated rates of school victimization, as well as how an LGBTQ affirming school climate may enhance safety among LGBTQ students. Of the studies conducted, research has focused mostly on LGBTQ students in urban and suburban communities, while few have focused on rural LGBTQ youth. Using a sample of LGBTQ and non-LGBTQ secondary school students from a rural school district in California, this study explores the relationship between LGBTQ affirming school climates and the safety and victimization of LGBTQ students. Results indicate that LGBTQ support and peer and teacher intervention were associated with higher levels of safety among LGBTQ youth. In addition, the presence of a GSA at school was associated with lower levels of safety among LGBTQ students. Findings from this study inform school-based interventions for LGBTQ youth in rural schools and contribute to scholarship exploring LGBTQ youth issues in rural school communities.

Additional Information

De Pedro KT, Lynch RJ, Esqueda MC. Understanding safety, victimization and school climate among rural lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth. Journal of LGBT Youth. 2018;15(4):265-279. doi:10.1080/19361653.2018.1472050. Publisher version of record available at: https://www.tandfonline.com/doi/full/10.1080/19361653.2018.1472050
Language: English
Date: 2018
Rural youth, LGBTQ youth, school climate, victimization

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