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Journal of Youth and Adolescence
Gepubliceerd in: Journal of Youth and Adolescence 8/2021

27-05-2021 | Empirical Research

Teacher Support Moderates Associations among Sexual Orientation Identity Outness, Victimization, and Academic Performance among LGBQ+Youth

Auteurs: V. Paul Poteat, Ryan J. Watson, Jessica N. Fish

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 8/2021

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Abstract

Lesbian, gay, bisexual, queer, and youth with other minority sexual orientations (LGBQ+) who are more out to others about their sexual orientation identity may experience greater victimization at school based on sexual orientation, gender identity or expression, with negative implications for academic performance. Teacher support, however, may buffer these associations. Among a national US sample of cisgender and trans/non-binary LGBQ+ youth (n = 11,268; 66.1% White, 66.8% cisgender, Mage = 15.5 years, SDage = 1.3), latent moderated-mediation models were tested in which perceived teacher support and affirmation moderated the extent to which sexual orientation identity outness was associated with poorer reported academic performance in part through its association with greater victimization. As hypothesized, greater perceived teacher support and affirmation buffered (a) the association between sexual orientation identity outness and victimization, (b) the association between victimization and reported academic performance, and (c) the indirect association between sexual orientation identity outness and reported academic performance through victimization. These findings underscore the important protective role of supportive teachers for LGBQ+ youth in schools.
vorige artikel Daily Identity Dynamics in Adolescence Shaping Identity in Emerging Adulthood: An 11-Year Longitudinal Study on Continuity in Development
volgende artikel Attachment and the Development of Depressive Symptoms in Adolescence: The Role of Regulating Positive and Negative Affect
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Metagegevens
Titel
Teacher Support Moderates Associations among Sexual Orientation Identity Outness, Victimization, and Academic Performance among LGBQ+Youth
Auteurs
V. Paul Poteat
Ryan J. Watson
Jessica N. Fish
Publicatiedatum
27-05-2021
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 8/2021
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-021-01455-7

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