Experiences with homophobic bullying are correlated with a multitude of immediate and enduring negative academic, mental, and physical health outcomes. To address the mental and physical health disparities that sexual minority students experience, researchers have identified school contextual factors that contribute to a more positive school climate and buffer against the adverse impacts of homophobic bullying: presence of GSA or similar student-led clubs, inclusive curriculum, supportive school personnel, and inclusive anti-bullying policy. Using Meyer’s (1995; 2003) Minority Stress Model as underlying framework, the current study examined the impact of school-specific distal (homophobic bullying) and proximal (concealment, avoidance, hypervigilance, and internalized homophobia) stressors on victims’ later psychosocial well-being and the role of positive school climate on said relationships using a sample of 60 self-identified LGBQA adults. Multiple regression analyses and simple slopes testing revealed unexpected results: experiences with proximal and distal stressors predicted better current functioning and positive school climate did not have a buffering effect against distal and proximal stressors. Possible explanations such as sampling error, recollection biases, possible presence of confounding variables, and failing to capture factors that truly characterize school climate were discussed. Continuing efforts in addressing LGBTQ+ youths’ physical and mental wellbeing in school settings and inclusion of less represented sexual minority identities in future studies are warranted.
|Commitee:||Tessler, Jessica, Nguyen, Angela MinhTu|
|School:||California State University, Fullerton|
|School Location:||United States -- California|
|Source:||MAI 81/2(E), Masters Abstracts International|
|Subjects:||Clinical psychology, Educational psychology, LGBTQ studies|
|Keywords:||LGBTQ+, Peer victimization, Protective factors, School climate|
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