School Connectedness for Lesbian, Gay, Bisexual, and Transgender Youth: In-School Victimization and Institutional Supports

Autor/inn/en	Diaz, Elizabeth M.; Kosciw, Joseph G.; Greytak, Emily A.
Titel	School Connectedness for Lesbian, Gay, Bisexual, and Transgender Youth: In-School Victimization and Institutional Supports
Quelle	In: Prevention Researcher, 17 (2010) 3, S.15-17 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-4385
Schlagwörter	Homosexuality; Victims of Crime; Student Attitudes; Student Participation; At Risk Students; Social Attitudes; Social Bias; Social Influences; Educational Environment; Student Experience; Sexual Orientation; Bullying; Social Support Groups + Suchen Sie Ihr Suchwort? Homosexualität; Victim; Victims; Crime; Opfer; Verbrechen; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Social attidude; Soziale Einstellung; Sozialer Einfluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Studienerfahrung; Sexuelle Orientierung; Mobbing; Social support; Soziale Unterstützung
Abstract	Lesbian, gay, bisexual, and transgender students often face challenges that prevent them from developing a sense of connectedness to school. Many LGBT youth attend schools that are unwelcoming or even overtly hostile. For any student, being victimized at school can negatively impact their sense of school connectedness. This article discusses the school experiences of LGBT youth and its impact on their feelings of school connectedness. Then research findings on the relationships between connectedness, in-school victimization, and school-based supports for LGBT students are discussed. It concludes with a discussion of the implications of these findings for educators and other community members. (Contains 1 figure and 1 footnote.) (As Provided).
Anmerkungen	Integrated Research Services, Inc. 66 Club Road Suite 370, Eugene, OR 97401. Tel: 800-929-2955; Fax: 541-683-2621; Web site: http://www.tpronline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10