Lesbian, gay, bisexual and transgender (LGBT) youth are frequently thought to be at-risk in terms of school achievement and socio-emotional variables such as connection to school. Recent research has demonstrated potential of school-based interventions to improve outcomes for LGBT youth. This study compared achievement and school connectedness for a group of high school students participating in a school-based support program for LGBT youth and allies with a group of their peers. Results indicated that no significant differences between groups were found in terms of GPA, attendance rate, or school connectedness. Furthermore, significant differences based upon frequency of participation in program activities were not observed. These results stand in contrast to the majority of previous research. Focus group data indicated that students continue to experience verbal harassment at school, but that they value the support they receive from Gay-Straight Alliance meetings and participants.
University of Minnesota Ph.D. dissertation. August 2008. Major: Psychology. Advisors: Marti Hope Gonzales, Sandra Christenson. 1 computer file (PDF); vii, 77 pages, appendices A-B.
LGBT students and allies participating in a school-based support program: School performance, connectedness, and perceptions of school climate..
Retrieved from the University of Minnesota Digital Conservancy,
Content distributed via the University of Minnesota's Digital Conservancy may be subject to additional license and use restrictions applied by the depositor.
Showing items related by title, author, creator and subject.
This project surveyed teachers who were in the second year of the
implementation of a developmental spelling program based on Words Their
Way, developed by Bear, Invernizzi, Templeton, & Johnston. (2004). The