At the Margins: Comparing School Experiences of Nonbinary and Binary-Identified Transgender Youth
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| Title: | At the Margins: Comparing School Experiences of Nonbinary and Binary-Identified Transgender Youth |
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| Language: | English |
| Authors: | Allen, Brittany J. (ORCID |
| Source: | Journal of School Health. May 2020 90(5):358-367. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2020 |
| Sponsoring Agency: | National Institutes of Health (DHHS) |
| Contract Number: | K12HD055894 UL1TR000427 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Student Experience, Sexual Identity, LGBTQ People, Minority Group Students, Secondary School Students, Student School Relationship, Safety, Social Support Groups |
| Geographic Terms: | Wisconsin |
| DOI: | 10.1111/josh.12882 |
| ISSN: | 0022-4391 |
| Abstract: | Background: Transgender, nonbinary, and gender nonconforming (TNG) young people are a diverse group, including young people with gender identities beyond the gender binary. Whereas nonbinary youth experience disparities in victimization and mental health, school belonging, support, and resources have not been well described. Methods: 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. Results: A total of 287 TNG young people met inclusion criteria (average age 18.2 ± 2.5 years). More than 40% 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. Conclusions: 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. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1249158 |
| Database: | ERIC |
| Abstract: | Background: Transgender, nonbinary, and gender nonconforming (TNG) young people are a diverse group, including young people with gender identities beyond the gender binary. Whereas nonbinary youth experience disparities in victimization and mental health, school belonging, support, and resources have not been well described. Methods: 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. Results: A total of 287 TNG young people met inclusion criteria (average age 18.2 ± 2.5 years). More than 40% 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. Conclusions: 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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| ISSN: | 0022-4391 |
| DOI: | 10.1111/josh.12882 |
