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1.
Sports participation has been shown to positively affect youth well-being. However, research has also shown that sports environments can be unsafe for lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth. Using data from a large study on school-related experiences of LGBTQ secondary students who reported on their extracurricular activities in school, (N = 15,813), this study examined LGBTQ youth's participation in school sports, the effects of participation on well-being and school belonging, and whether any such benefits of participation varied by transgender status and gender binary identity. Over a quarter of LGBTQ respondents in our study had participated in school sports, and being transgender and being nonbinary were related to a lower likelihood of sports participation. Transgender males and transgender nonbinary youth had the lowest likelihood of sports participation. In general, LGBTQ youth who participated in sports had increased well-being and greater school belonging. However, in regard to self-esteem, transgender nonbinary youth appeared to have greater benefit from participating in sports than did their transgender male and transgender female peers. Considering these results, schools have a responsibility to ensure that school sports are safe and welcoming for LGBTQ youth.  相似文献   

2.
Despite increased program offerings at many community colleges, the retention and success of developmental students are often extremely low. Research has indicated that a complex set of challenges complicates developmental student success, but students' experiences with these variables are not well understood. In this paper, I report findings from a qualitative study that was conducted at a community college in New York City to explore the ways in which developmental students describe and understand their experiences with education. Findings indicated that students viewed their decision to attend college as a separation from high school peers whom they associated with academic failure; they continued to differentiate themselves from their peers when they entered college and were wary of developing college friendships because they viewed peers as a hindrance to educational success. However, relationships with like-minded college peers might prove to be a necessary source of support that is essential to their retention and success. These results indicate that students may need great assistance to develop the peer support networks that could assist them in pursuit of their educational goals. I offer recommendations for future research as well as specific suggestions to address developmental students' possible resistance to peer interaction including tutoring and learning community designs and collaborative/cooperative learning approaches.  相似文献   

3.
The present systematic review analyzes ways in which empirical studies in the field of school psychology have studied the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in the past decade (2009–2019). Results from 23 studies revealed an over-representation of quantitative studies conducted mostly in the United States and an over-representation of majority White, cisgender, and high school participants across studies. Results also showed that studies in the last decade have: (a) focused on exploring negative attitudes and behaviors toward LGBTQ students and the outcomes of these attitudes and behaviors, (b) provided direction on how to support LGBTQ students in schools, and (c) analyzed the effects of bystanders and perpetrators on the well-being of LGBTQ students. In addition, this review revealed ways in which studies in school psychology journals present prevention and intervention practices for creating a safe environment for LGBTQ students, including: (a) policies that focus on the inclusion and protection of LGBTQ students, (b) training for faculty and other school staff to promote LGBTQ students' safety, and (c) curriculum and extracurricular activities that address LGBTQ issues. We provide recommendations for improving the experiences of LGBTQ students in schools such as involving community stakeholders in drafting affirming policies.  相似文献   

4.
This paper presents the results from a study of Japanese young people’s views of being treated fairly in school and considers the extent to which their experiences differ from their peers in schools in England. The study involved 1191 students from nine Japanese junior high schools in their final year of study. Their experiences are compared with those of 2836 English students of the same age. Our findings suggest that while many Japanese students report positive experiences of school, many were also able to identify instances where their perceived treatment was unfair or inconsistent. These instances include teachers having students who are treated as ‘favourites’, and the apparent unequal allocation of punishments and rewards. In this respect, the reported experiences of the Japanese students were similar to those of their English peers and therefore provided no evidence to support recent ‘crisis accounts’ of the ‘examination hell’ and excessive academic pressures that are purportedly experienced by young people in Japanese schools. Nevertheless, our evidence does suggest that teacher initial and continuing development would benefit from the inclusion of rather more on the principles of equity.  相似文献   

5.
The purpose of this study is to describe the experiences of lesbian, gay, bisexual, transgender, questioning, intersex, two spirit, and queer (LGBTQ+) youth with school-based sexuality education (SBSE), as well as to document strategies LGBTQ+ youth are using to address their evolving and specific sexual health needs outside of SBSE. Researchers conducted focus groups with 17 adolescents (ages 14–18) from urban and suburban Midwestern cities. Results of this study indicate LGBTQ+ youth find SBSE to be heteronormative, cisgender focused, and primarily focused on pregnancy and disease prevention, which contributes to LGBTQ+ youth experiences of exclusion. In response to SBSE that did not meet student needs, participants reported seeking sexual health information outside of SBSE. Other sources included family and other trusted adults, the Internet, and community resource centers. Students reported variable rates of use and trustworthiness across these resources. Results of this study suggest that school personnel should consider alternatives to traditional SBSE models to meet the needs of LGBTQ+ youth, and that an important part of SBSE should include guidelines for Internet safety.  相似文献   

6.
Abstract

Sexuality education as pedagogy is often fraught by the perceived requirement to balance the informational needs of young people with an investment in notions of childhood ‘innocence’. Nowhere is this perhaps more evident than in sexuality education that seeks to be inclusive of transgender young people, often resulting in the failure of such education to address the needs of such students. In an attempt at addressing the relative dearth of information about what transgender young people would like to see covered in sexuality education, in this paper we explore transgender young people’s accounts of intimacy and sexual health and consider what this means for school-based sexuality education. To do this, we analyse discussions of intimacy from the perspectives of transgender young people as narrated in a sample of YouTube videos. We conclude by advocating for an approach to sexuality education that largely eschews the gendering of body parts and gametes, and which instead focuses on function, so as to not only address the needs of transgender young people (who may find normative discussions of genitals distressing), but to also provide cisgender young people with a more inclusive understanding of their own and other people’s bodies and desires.  相似文献   

7.
We examined the relation between self reported help-seeking tendencies and standardized mathematics achievement as well as the contribution of shared perceptions of the classroom climate – achievement goal structure and emotional support – to the types of help (instrumental, expedient) middle and high school U.S. students seek and from whom (teacher and peers) over the school year. Hierarchical linear modeling (N = 3897 students grades 7–11 in 306 classrooms) revealed that the more students reported seeking help from their teacher and seeking instrumental help, the greater their over-the-year gains in standardized achievement. In general, shared perceptions of the classroom climate predicted changes in students' reported help seeking from the beginning of the school year (T1) to the end (T2). Students in classrooms collectively perceived to be more mastery-oriented at T1 predicted increases in instrumental help seeking and seeking help from peers at T2. Perceived T1 emotional support predicted increases in seeking help from teachers and peers at T2. By contrast, perceived T1 performance-approach goal structure predicted decreases in reported help seeking from teachers at T2 and positively predicted expedient help seeking at T2. Furthermore: (a) adolescent females reported seeking more instrumental help and seeking more help from peers and teachers, whereas, adolescent males reported seeking more expedient help; and (b) high school students sought more instrumental help than did middle school students. We discuss results with regard to the importance of help seeking to mathematics achievement as well as considering emotional support and classroom achievement goals together when examining students' help-seeking behaviors.  相似文献   

8.
There is increasing research on the challenges that Chinese students experience during their time studying abroad, but limited studies have explored how they self-regulate their emotions to address these challenges. This paper identifies key stressors experienced by Chinese postgraduate students during their study in academic institutions in the United Kingdom as well as the emotion regulation strategies that they employed. Understanding the emotional experiences will provide important insights into Chinese students’ learning behaviour and their choice of different emotion regulation strategies when interacting with peers and academic tutors. Emotion regulation strategies believed to improve individual student experiences and their interaction with tutors and peers are discussed.  相似文献   

9.
The goal of this study was to determine the relative impact of family background, parental attitudes, peer support, and adolescents' won attitudes and behaviors on the academic achievement of students from immigrant families. Approximately 1,100 adolescents with Latino, East Asian, Filipino, and European backgrounds reported on their own academic attitudes and behaviors as well as those of their parents and peers. In addition, students' course grades were obtained from their official school records. Results indicated that first and second generation students received higher grades in mathematics and English than their peers from native families. Only a small portion of their success could be attributed to their socioeconomic background; a more significant correlate of their achievement was a strong emphasis on education that was shared by the students, their parents, and their peers. These demographic and psychosocial factors were also important in understanding the variation in academic performance among the immigrant students themselves.  相似文献   

10.
Results from the present study indicate that a majority of Norwegian 8th grade students experience satisfactory support from teachers and relations with peers. However, about 6% of the sample reported being harassed on a weekly basis. Moreover, results indicate that there is room for improvement, especially regarding the teachers’ emotional support of students, as well as their ability to prevent students from being harassed. Twelve per cent of the sample reported more severe emotional complaints, whereas 10% of 8th grade students reported more severe musculoskeletal complaints. Results showed significant associations of teacher support and peer relations with emotional as well as musculoskeletal complaints (EM complaints). Exposure to harassment at school and a perceived lack of academic support from teachers showed the strongest associations with EM complaints. Associations were stronger for students reporting learning difficulties than for students not reporting learning difficulties. This was mainly due to stronger associations between exposure to harassment and EM complaints among students reporting learning difficulties.  相似文献   

11.
While researchers have begun to examine the experiences of working class students in undergraduate education more closely, we know less about the experiences of working class students in graduate school. Through a nationwide survey of graduate students enrolled in Ph.D. programs in Sociology, we examined the extent to which working class students face greater challenges or barriers in completing their degrees compared to their middle class peers. We found working class students to be comparatively disadvantaged in academic integration and financial support. We discuss the implications of these findings for improving the graduate school experiences of working class students.  相似文献   

12.
ABSTRACT

Aboriginal and Torres Strait Islander students’ experiences in Australian higher education continue to be influenced by the sociopolitical narratives of alterity which locate the students as more likely than their nonIndigenous peers to struggle academically and need support. These western-centric perceptions of indigeneities not only affect Indigenous students’ everyday university experiences but can even influence their decision whether to persist with their studies or not. Drawing on data collected in a large, metropolitan Australian university, this article presents a case study of Indigenous students’ ways of perceiving and resisting their positioning by the dominant university systems as ‘problematic’, at risk of failure and needing support. Specifically, the article explores educational pathways of three Indigenous students, their narratives exemplifying primary strategies of enacting and articulating resistances to the dominant education structures in order to fuel academic success.  相似文献   

13.
The goals of the study were to examine personal resources and social distress during the first month in college among students with learning disabilities (LD) and to compare their experiences with non-LD peer. The sample consisted of 335 first-year undergraduate students falling into two groups: 85 students with LD and 250 non-LD students. Questionnaires assessed hope, dispositional optimism and loneliness. We hypothesised that, after participation in a single-session hope intervention workshop, the hope and optimism levels of both students with LD and without LD would increase, while their loneliness would decrease. However, after a month of facing the academic and social demands of their new college environment, we expected that the hope and optimism scores of students with LD would be lower than their peers without LD and that their loneliness scores would be higher. As hypothesised, both groups reported enhanced hope and optimism, as well as lower loneliness, immediately after the workshop. However, students with LD – but not their peers – returned to baseline levels of hope and loneliness after a month. Loneliness after a month predicted lower hope, after controlling predictors from the beginning of the year.  相似文献   

14.
Treatment‐seeking and non‐treatment‐seeking transgender college students were examined with regard to victimization and psychological distress. Findings showed that transgender college students had elevated rates of distress as compared with college students who identified as men or women. Results indicated that treatment‐seeking and non‐treatment‐seeking transgender college students did not significantly differ with regard to psychological distress or experiences of victimization, with the exception of rates of suicidal ideation.  相似文献   

15.
Abstract

Men and masculinities studies are gaining prominence in higher education literature, illuminating how cisgender college men understand and grapple with masculinity. Additionally, the increased visibility of trans* students has fueled the expanding scholarship and attention to their experiences, often however centering on white gender-conforming trans* students with little if any focus on their multiple and intersecting identities. The gap between these two strands of literature risks reifying hegemonic masculinity and genderism, as masculinities continue to be theorized as exclusively shaped and embodied by cisgender men. Through post-intentional and queer phenomenologies, this study seeks to fill that gap by investigating how trans*masculine students conceptualize masculinity/ies, and how that conception is informed by various intersecting and salient identities. Through a multifaceted conceptual framework and disruptive phenomenologies, the study positions trans*masculine students as agentic worldmakers, constructing trans*masculine pathways, with implications for building toward gender liberation for themselves and others.  相似文献   

16.
Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11–17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools.  相似文献   

17.
This qualitative study of the social aspects of mainstreaming from the perspective of deaf college students indicates that for some students, social adjustment to college is complicated by experiences of separation and alienation from both deaf and hearing peers. Data were collected through open-ended interviews with deaf students who had little or no previous experience with or exposure to deaf culture or language before their arrival at a mainstream college environment. Feelings of isolation, loneliness, and resentment were most intense during orientation and first year, when alienation from the deaf student community appeared to be caused by lack of sign language skills, unfamiliarity with norms and values of deaf culture, and perceived hostility from deaf peers. Simultaneous experiences of separation from hearing peers appeared to be caused by physical barriers inherent in the classroom, residence hall, and cafeteria environments, as well as by discrimination from hearing peers, who tended to stereotype deaf students. Findings suggest that those involved in the administration and delivery of postsecondary programs for the deaf should investigate the experiences of students who arrive on campus without knowledge of sign language or familiarity with deaf culture and evaluate currently existing programs and services designed to meet these students' needs.  相似文献   

18.
Fifty deaf and hard-of-hearing students who were mainstreamed in postsecondary classes rated their classroom communication ease with hearing instructors, hearing peers, and deaf peers. A subgroup of these students participated in an in-depth interview that focused on perceptions of communication ease, support services, and attitudes of teachers and students toward deaf students in mainstreamed classes. Quantitative analyses indicated that students more comfortable in using speech in this setting reported being able to receive and send a greater amount and a higher quality of information than did students who were less comfortable in using speech. Both quantitative and qualitative results indicated that students varied considerably in their communication with hearing peers and professors, in their relations with deaf peers, and in their concerns about access. It is a challenge for interpreting and other support services to serve these various needs, especially when it is not unusual for these variations to occur in the same classroom.  相似文献   

19.
Although much research has focused on the public school experiences of African American students, few studies exist that explore their race-related experiences within an independent, private school context. Studies have suggested that, while private, independent schools may elevate the quality of African American students’ education, many of these students experience social isolation from their peers. Using a qualitative methodology, the current study explores the experiences of African American students attending a private, independent school. Moreover, this investigation explores how schools as well as parental contexts contribute to racial identity development. Results indicated the importance of parents, schools and other significant institutions as racial socialization agents as well as their influence on specific identity-related processes. Educational implications for findings are also discussed.  相似文献   

20.
Findings from our review of research articles published between 2004 and 2019 indicated students and faculty in counselor education who identify as women; as people of color; or as lesbian, gay, bisexual, transgender, and queer or questioning face eight common types of adverse experiences. Implications for praxis and research are provided to support the profession's aim to diversify and embody inclusion.  相似文献   

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