Equalizing perceived supports and safety would reduce gay/lesbian/bisexual versus straight disparities in connectedness by 90-100 percent and other disparities by half¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? If gay, lesbian, and bisexual students experienced the same perceived developmental supports and safety as straight students, connectedness disparities would be reduced by between 90 and 100 percent and mental health, motivation, and performance disparities by half. → Hanson 2019

Evidence¶

Hanson 2019¶

Hanson, T., Zhang, G., Cerna, R., Stern, A., & Austin, G. (2019). Understanding the experiences of LGBTQ students in California. San Francisco, CA: WestEd. https://eric.ed.gov/?id=ED601909

q2 · i? · associational · r2

Regression adjustment analysis of CHKS data by sexual orientation, parallel to the gender identity models, comparing adjusted with unadjusted means for mental health, engagement, and performance outcomes.

"The analysis suggests that if gay, lesbian, and bisexual students experienced the same perceived levels of developmental supports and safety at school as straight students: disparitie s in school connected ness would be reduced by between 90 and 100 percent"

Discussion¶

Learner Variables¶

• Safety — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Bisexual students in every race/ethnicity group report chronic sadness at more than twice the rate of straight students — related
• Disparities are not uniform: some gender- and sexual-minority groups report equal or better school experiences than majority peers (e.g., Black transgender students, Cambodian gay/lesbian students) — related
• Transgender, gay/lesbian, bisexual, and 'something else' students report significantly poorer outcomes than non-transgender and straight peers on all 14 measures — related
• Adjusting for perceived school supports and safety eliminates the transgender/non-transgender school connectedness gap and halves mental health, motivation, and middle school performance gaps — related
• Across nearly all race/ethnicity groups, transgender high school students report fewer school supports, lower safety, lower motivation, and lower connectedness than non-transgender peers — related
• Transgender students across all race/ethnicity groups report suicide ideation at 45–57%, versus no more than 20% of non-transgender students — related
• Transgender students in every race/ethnicity group report harassment at least twice the rate of non-transgender peers (60%+ vs. 32% or less) — related
• Transgender students are more than twice as likely as non-transgender peers to report bullying, harassment, and fear of physical violence — related
• After school-wide positive and restorative discipline training, Black-White and LGBTQ-straight differences in perceived bullying converged at one majority-minority school — related