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Safe Schools? Transgender Youth’s School Experiences and Perceptions of School Climate.

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Title: Safe Schools? Transgender Youth’s School Experiences and Perceptions of School Climate.
Authors: Day, Jack K.1 jack.day@oneonta.edu, Perez-Brumer, Amaya2, Russell, Stephen T.1,3
Source: Journal of Youth & Adolescence. Aug2018, Vol. 47 Issue 8, p1731-1742. 12p. 2 Charts.
Subject Terms: *Experience in children, *Sensory perception, *School environment, *Bullying, *Experience, *High school students, *Hispanic Americans, *Middle school students, *School administration, *Self-evaluation, *Students, Transgender youth, Gender identity, Psychology, Asians, Crime victims
Geographic Terms: California
Abstract: The magnitude of gender identity-related disparities in school-based outcomes is unknown because of a lack of representative studies that include measures of gender identity. By utilizing a representative sample generalizable to a broader population, this study elucidates the size of gender identity-related disparities, independent of sexual orientation, in school experiences associated with school connectedness and perceptions of school climate. Additionally, the inclusion of and comparison to results of a large non-representative sample allows for more direct comparisons to previous studies of the school experiences of transgender youth. The analyses in this study primarily draw on a sample of 31,896 youth representative of the middle and high school population in California who participated in the 2013-2015 California Student Survey (a subsample of the California Healthy Kids Survey, which includes the largest known sample of transgender youth). Over half the sample identified their sex as female (51.3%), and 398 identified as transgender (1.0%). The sample was racially and ethnically diverse: 30.7% identified as multiracial, 33.0% as White, 11.1% as Asian, 7.4% as Black, and 52.9% as Hispanic. Findings from multilevel analyses show that relative to non-transgender youth, transgender youth were more likely to be truant from school, to experience victimization and bias-based bullying, and to report more negative perceptions of school climate, though did not differ in self-reported grades. The findings have implications for improving school policies and practices to create safer and more supportive school climates for all youth. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Youth & Adolescence is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Safe Schools? Transgender Youth’s School Experiences and Perceptions of School Climate.
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  Data: *<searchLink fieldCode="DE" term="%22Experience+in+children%22">Experience in children</searchLink><br />*<searchLink fieldCode="DE" term="%22Sensory+perception%22">Sensory perception</searchLink><br />*<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink><br />*<searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Hispanic+Americans%22">Hispanic Americans</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+students%22">Middle school students</searchLink><br />*<searchLink fieldCode="DE" term="%22School+administration%22">School administration</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-evaluation%22">Self-evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Transgender+youth%22">Transgender youth</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+identity%22">Gender identity</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Asians%22">Asians</searchLink><br /><searchLink fieldCode="DE" term="%22Crime+victims%22">Crime victims</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Data: The magnitude of gender identity-related disparities in school-based outcomes is unknown because of a lack of representative studies that include measures of gender identity. By utilizing a representative sample generalizable to a broader population, this study elucidates the size of gender identity-related disparities, independent of sexual orientation, in school experiences associated with school connectedness and perceptions of school climate. Additionally, the inclusion of and comparison to results of a large non-representative sample allows for more direct comparisons to previous studies of the school experiences of transgender youth. The analyses in this study primarily draw on a sample of 31,896 youth representative of the middle and high school population in California who participated in the 2013-2015 California Student Survey (a subsample of the California Healthy Kids Survey, which includes the largest known sample of transgender youth). Over half the sample identified their sex as female (51.3%), and 398 identified as transgender (1.0%). The sample was racially and ethnically diverse: 30.7% identified as multiracial, 33.0% as White, 11.1% as Asian, 7.4% as Black, and 52.9% as Hispanic. Findings from multilevel analyses show that relative to non-transgender youth, transgender youth were more likely to be truant from school, to experience victimization and bias-based bullying, and to report more negative perceptions of school climate, though did not differ in self-reported grades. The findings have implications for improving school policies and practices to create safer and more supportive school climates for all youth. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Youth & Adolescence is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10964-018-0866-x
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        Text: English
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        PageCount: 12
        StartPage: 1731
    Subjects:
      – SubjectFull: Experience in children
        Type: general
      – SubjectFull: Sensory perception
        Type: general
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Bullying
        Type: general
      – SubjectFull: Experience
        Type: general
      – SubjectFull: High school students
        Type: general
      – SubjectFull: Hispanic Americans
        Type: general
      – SubjectFull: Middle school students
        Type: general
      – SubjectFull: School administration
        Type: general
      – SubjectFull: Self-evaluation
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      – SubjectFull: Students
        Type: general
      – SubjectFull: Transgender youth
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      – SubjectFull: Gender identity
        Type: general
      – SubjectFull: Psychology
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      – SubjectFull: Asians
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      – SubjectFull: Crime victims
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      – SubjectFull: California
        Type: general
    Titles:
      – TitleFull: Safe Schools? Transgender Youth’s School Experiences and Perceptions of School Climate.
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              M: 08
              Text: Aug2018
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