Literaturnachweis - Detailanzeige
| Autor/inn/en | Contos, Leilani; Heller, Sarah; Hughes, Bryce E.; MGWatson, Sidrah |
|---|---|
| Titel | How Academic Support Affects Sense of Belonging among LGBTQ+ Students |
| Quelle | In: Educational Research: Theory and Practice, 34 (2023) 2, S.36-42 (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Hughes, Bryce E.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2637-8965 |
| Schlagwörter | Student School Relationship; Minority Group Students; LGBTQ People; Interpersonal Relationship; Sexual Identity; School Personnel; Role; Majors (Students); Undergraduate Students; Social Support Groups |
| Abstract | Sense of belonging improves educational outcomes for students, especially for minoritized students, like lesbian, gay, bisexual, transgender, and queer (LGBTQ) students, and sense of belonging is experienced through students' relationships with people on whom they rely for academic support. This study examined the relationship between sense of belonging, gender and sexual identities, and the role that key providers of academic support played for students in college. Students reported a high sense of belonging in their majors, and this experience did not vary much by LGBTQ status or role of academic support provider. LGBTQ students do rely on different people for support, however, which holds implications for how students should cultivate relationships to support their academic success. (As Provided). |
| Anmerkungen | Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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