• Login
    View Item 
    •   Home
    • UA Graduate and Undergraduate Research
    • UA Theses and Dissertations
    • Dissertations
    • View Item
    •   Home
    • UA Graduate and Undergraduate Research
    • UA Theses and Dissertations
    • Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of UA Campus RepositoryCommunitiesTitleAuthorsIssue DateSubmit DateSubjectsPublisherJournalThis CollectionTitleAuthorsIssue DateSubmit DateSubjectsPublisherJournal

    My Account

    LoginRegister

    About

    AboutUA Faculty PublicationsUA DissertationsUA Master's ThesesUA Honors ThesesUA PressUA YearbooksUA CatalogsUA Libraries

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Inclusive School Climate as a Protective Factor for LGBTQ Youth

    • CSV
    • RefMan
    • EndNote
    • BibTex
    • RefWorks
    Thumbnail
    Name:
    azu_etd_19498_sip1_m.pdf
    Size:
    1.000Mb
    Format:
    PDF
    Download
    Author
    Corcoran, Colleen
    Issue Date
    2022
    Keywords
    inclusive school climate
    LGBTQ bullying
    LGBTQ reporting victimization
    LGBTQ school support
    LGBTQ youth outcomes
    school climate
    Advisor
    Yoon, Jina
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    Bullying continues to be a significant public health issue disproportionally impacting LGBTQ youth. Bullying is one of many factors contributing to this population’s increased risk for several adverse physical, social, psychological, and academic outcomes. LGBTQ inclusive school practices have been identified as a potential point of prevention and intervention, leading to decreased victimization and increased reporting behaviors. While extant literature has illustrated the impact of individual school policies and practices, more work is needed to understand the cumulative effect of an LGBTQ inclusive school climate. The current study explored the impact of an LGBTQ inclusive school climate, as defined as the presence of an LGBTQ student organization and inclusive dress code, anti-discrimination policy, and anti-bullying policy, on student victimization experiences, reporting behaviors, and adjustment. The study investigated the climates of nine individual schools with a total of 2,571 participants. Results indicated that LGBTQ youth continue to report high levels of victimization and that victimization experiences are associated with poorer adjustment. An LGBTQ inclusive school climate, however, was not found to moderate the relationship between LGBTQ youth victimization and negative adjustment. Total school climate score was found, however, to predict homo/transprejudice attitudes, with more inclusive school climates associated with less prejudice attitudes. This study provided invaluable insights into the experiences of LGBTQ youth and the role of school climate. Future directions for further clarification of the elements of an inclusive school climate to support LGBTQ youth were also provided.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    School Psychology
    Degree Grantor
    University of Arizona
    Collections
    Dissertations

    entitlement

     

    Related items

    Showing items related by title, author, creator and subject.

    • Thumbnail

      Queer-Ability: History, Culture, and the Future of the Intersection of LGBTQ and Disability Studies

      Przybylowicz, Stephan Elizander; School of Information Resources & Library Science; Sonoran UCEDD Interdisciplinary Training Program (2011-11-04)
    • Thumbnail

      LGBTQ Cultural Competency in a Rural Setting

      Love, Renee; Dockery-Jackson, Catherine; Brown, Angela; Gallagher, Shawn (The University of Arizona., 2018)
      Background: The lesbian, gay, bisexual, transgender, and queer (LGBTQ) population is a diverse community of gender and sexual minorities that experiences mental health disparities such as increased prevalence of anxiety, depression, suicide, drug and alcohol abuse and dependence (Healthy People 2020, 2018). In rural America, mental health disparities among LGBTQ individuals can be attributed to geographic barriers, limited healthcare providers (HCP), stigma, and limited culturally competent HCPs (Rosenkrantz, Black, Abreu, Aleshire, & Fallin-Bennett, 2017). LGBTQ cultural competency (CC) programs are a response to LGBTQ health disparities and attempt to improve knowledge, beliefs, behaviors, and effect organizational policies. Methods: This quality improvement project used a descriptive quantitative design to address the knowledge, beliefs, and behaviors towards the LGBTQ population among rural HCPs employed at an organization with a mandatory LBGTQ cultural competency program. A convenience sample of staff (n= 51) at a behavioral health center were emailed surveys including demographic information, the Gay Affirmative Practice (GAP) scale, and a basic knowledge survey. Results: Response rate of fully completed surveys was 13.7%. Registered nurses (RN) accounted for 45% of respondents however response rate per profession was highest among social workers (75%). GAP results provided a mean belief score of 67.2 (SD 6.32) and behavior score of 58.5 (SD 7.29). The mean score for the knowledge survey was 56% overall with a range of 50. Conclusion: Those that attended CC101 had higher GAP and knowledge scores compared to those that did not attend. Overall respondents reported higher GAP belief scores than behavior scores and relatively low knowledge scores. Future cultural competency training should focus on how HCPs can display affirmative behaviors towards LGBTQ and increase general LGBTQ knowledge.
    • Thumbnail

      Inclusion of LGBTQ+ People in University Bioscience

      Barron-Gafford, Greg A.; Colella, Tony; Gunckel, Kristin L.; Rushbrook, Dereka; Wood, Marcy B. (The University of Arizona., 2020)
      Higher education in the United States has declared the importance of representation of diverse communities of students and practitioners on campuses. This laudable goal is, however, hindered by lack of knowledge in the status of underrepresented and/or minority populations. This study addresses a persistent shortcoming vis-à-vis the knowledge of an “invisible minority” on campus: LGBTQ+ people, or those who identify as lesbian, gay, bisexual, transgender, queer, and/or with additional with minority sexual orientations and/or gender identities. Specifically, the study considers LGBTQ+ people in the biosciences, for which there exists an extended history of persecution and pathology; an established social connection thanks, in part, to “born this way” rhetoric; and a lack of any data regarding population and persistence. A mixed-methods approach of interviews with current bioscience degree program students and alumni and several high-n nationwide surveys provide data for the study. The findings demonstrate that LGBTQ+ people are represented well in bioscience higher education compared to other STEM (science, technology, engineering, and mathematics) disciplines, and that LGBTQ+ students and scientists judge biosciences as the most accepting of the STEM disciplines in higher education. Further findings suggest that LGBTQ+ bioscientists and students are most likely to disclose their LGBTQ+ identities to trusted mentor or advisors in their fields, or to small, close communities like those found in laboratory groups; but that, conversely, the more experienced an LGBTQ+ person becomes in their field (that is, as they progress through multiple degrees), the less likely they are to identify as an out LGBTQ+ person professionally. Nevertheless, the key finding that LGBTQ+ people are generally most comfortable and accepted in the biosciences provides a key finding for the literature and a practicable result for potential LGBTQ+ students and scientists.
    The University of Arizona Libraries | 1510 E. University Blvd. | Tucson, AZ 85721-0055
    Tel 520-621-6442 | repository@u.library.arizona.edu
    DSpace software copyright © 2002-2017  DuraSpace
    Quick Guide | Contact Us | Send Feedback
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.