TY - JOUR
T1 - Intersectional Differences in Protective School Assets by Sexuality, Gender, Race/Ethnicity, and Socioeconomic Status
AU - Coulter, Robert W.S.
AU - Paglisotti, Taylor
AU - Montano, Gerald
AU - Bodnar, Kaitlin
AU - Bersamin, Melina
AU - Russell, Stephen T.
AU - Hill, Ashley V.
AU - Mair, Christina
AU - Miller, Elizabeth
N1 - Funding Information:
The National Institute on Alcohol Abuse and Alcoholism (K01AA027564 to R.W.S.C), the National Center for Advancing Translational Sciences (TL1TR001858 to R.W.S.C.), the National Institute on Drug Abuse (F31DA037647 to R.W.S.C), and the Eunice Kennedy Shriver National Institute of Child Health and Human Development (K24HD075862 to E.M.) of the National Institutes of Health supported this research paper. The funding agencies had no involvement in the study design, analysis or interpretation of data, the writing of the report, or the decision to submit for publication. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.
Publisher Copyright:
© 2021, American School Health Association
PY - 2021/4
Y1 - 2021/4
N2 - 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.
AB - 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.
KW - racial/ethnic minority
KW - school connectedness
KW - school protective assets
KW - sexual and gender minority
KW - socioeconomic status
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U2 - 10.1111/josh.13005
DO - 10.1111/josh.13005
M3 - Article
C2 - 33740272
AN - SCOPUS:85102741790
SN - 0022-4391
VL - 91
SP - 318
EP - 330
JO - Journal of School Health
JF - Journal of School Health
IS - 4
ER -