Implementing Support For Sexual Minority Youth
Social Connectedness, Sexual Minority Youth, LGBT+, GSA and Safe Zones
IMPLEMENTING STRATEGIC SUPPORT FOR SEXUAL MINORITY YOUTH AND EXPLORING THE EFFECTS OF SOCIAL CONNECTEDNESS
Youth spend the majority of their time in schools which is considered one of the most influential environments (Roeser, Eccles, & Samroff, 2000). Students connected to their learning environments are healthier, happier and achieve higher academic success (Juvonen, 2006). Sexual minority youth (SMY), students who identify as lesbian, gay, bisexual or transgender (LGBT+), encounter daily challenges (Craig & McInroy, 2013). The purpose of this research was to study the impact of social connectedness and its effects on sexual minority youth (SMY) and overall campus culture. The main research question for this study was: How does social connectedness improve in a Texas high school that creates an inclusive learning environment? The setting was a Texas, public high school with a Gay-Straight Alliance (GSA), Safe Zones and resiliency curriculum. Results of the study showed positive gains in several extensions of social connectedness. In conclusion, intentional efforts can be made by all stakeholders to create a safe, inclusive learning environment for all.
Whidden, Dawn; Brown, Kelly; and Nix, J. Vince
"Implementing Strategic Support for Sexual Minority Youth and Exploring the Effects of Social Connectedness,"
School Leadership Review: Vol. 15
, Article 21.
Available at: https://scholarworks.sfasu.edu/slr/vol15/iss1/21
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