The Impact of Perceived Discrimination and Social Support on the School Performance of Multiethnic Sexual Minority Youth

Autor/inn/en	Craig, Shelley L.; Smith, Mark S.
Titel	The Impact of Perceived Discrimination and Social Support on the School Performance of Multiethnic Sexual Minority Youth
Quelle	In: Youth & Society, 46 (2014) 1, S.30-50 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X11424915
Schlagwörter	Minority Groups; Urban Schools; At Risk Students; High School Students; Sexual Identity; Sexuality; Structural Equation Models; Student Surveys; Academic Achievement; Peer Relationship; Educational Environment; Family Influence; Social Discrimination; Student Attitudes; Stress Variables; Adolescents; Likert Scales; Social Support Groups; Racial Differences; Age Differences; Friendship; Florida; Youth Risk Behavior Survey + Suchen Sie Ihr Suchwort? Ethnische Minderheit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geschlechtsidentität; Sexuelle Identität; Sexualität; Schülerbefragung; Schulleistung; Peer-Beziehungen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziale Benachteiligung; Soziale Schließung; Schülerverhalten; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Likert-Skala; Social support; Soziale Unterstützung; Rassenunterschied; Age; Difference; Age difference; Altersunterschied; Freundschaft
Abstract	Sexual minority youth are known to face increased risk of poor school performance; however, little research has focused on the educational experiences of multiethnic sexual minority youth (MSMY) in particular. Using venue-based sampling approaches, this study surveyed 255 MSMY at 15 urban high schools. The majority of participants identified as female (65%), Latina (58%), and bisexual (41%), with a mean age of 16. The use of structural equation modeling techniques found that 23% of the variance of school performance was explained by the multivariate model. Examination of the model path coefficients revealed that experiences of perceived discrimination had a powerfully negative influence on the school performance of MSMY. Whereas increased family support was associated with better school performance, neither peer nor school support had similar impact. In addition, levels of support did not significantly moderate the effect of perceived discrimination on MSMY. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10