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Intersectional Differences in Protective School Assets by Sexuality, Gender, Race/Ethnicity, and Socioeconomic Status
Author(s) -
Coulter Robert W. S.,
Paglisotti Taylor,
Montano Gerald,
Bodnar Kaitlin,
Bersamin Melina,
Russell Stephen T.,
Hill Ashley V.,
Mair Christina,
Miller Elizabeth
Publication year - 2021
Publication title -
journal of school health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.851
H-Index - 86
eISSN - 1746-1561
pISSN - 0022-4391
DOI - 10.1111/josh.13005
Subject(s) - ethnic group , socioeconomic status , human sexuality , psychology , psychological intervention , transgender , social connectedness , sexual minority , intersectionality , race (biology) , developmental psychology , sexual orientation , demography , gerontology , medicine , social psychology , gender studies , population , sociology , psychiatry , anthropology , psychoanalysis
Background School assets—such as connectedness, caring relationships with adults, high behavioral expectations from adults, and meaningful participation—are associated with positive outcomes for adolescents. However, little is known about how school assets differ among adolescents with intersecting marginalized identities. Methods We used the 2013‐2014 California Healthy Kids Survey (N = 320,462 students) to examine differences in school assets with respect to sexuality, gender, race/ethnicity, and socioeconomic status using adjusted multilevel linear regression models. Results Sexual minority, gender minority, racial/ethnic minority, and low socioeconomic status adolescents had significantly lower protective school assets. For all outcomes, the differences between sexual minority and heterosexual adolescents were more pronounced among nontransgender girls than nontransgender boys; however, these differences were not consistently present among racial/ethnic minority students. For school connectedness and meaningful participation, differences for racial/ethnic minorities versus white adolescents were more pronounced among nontransgender girls than nontransgender boys. Differences between transgender adolescents and nontransgender boys were more pronounced for white adolescents compared to some other racial/ethnic minority students. Overall, adolescents with certain multiple marginalized identities had lower school assets. Conclusions Interventions are needed to strengthen school assets among marginalized students, thereby helping mitigate health and education inequities.