Publication Date
1-1-2024
Document Type
Article
Publication Title
Child Development
DOI
10.1111/cdev.14209
Abstract
Experiences in gender–sexuality alliances (GSAs) could predict youth's academic engagement through improved social–emotional wellbeing (indicated by school belonging, hope, and positive and negative affect). This study utilized three waves of data, each spaced 2–3 months apart, among 627 youth (87% LGBQ+, 45% trans/nonbinary, 48% youth of color) ages 11–22 (Mage = 15.13) in 51 GSAs in the United States in 2021–2022. Greater peer responsiveness in the GSA predicted increased academic engagement through increased wellbeing overall and specifically through hope and decreased negative affect. Advisor responsiveness and GSA leadership correlated with wellbeing and academic engagement in bivariate analyses but were not predictive in the comprehensive model. GSA experiences were uncorrelated with academic disaffection. Findings suggest how GSAs promote youth's wellbeing and academic engagement.
Funding Number
R305A190165
Funding Sponsor
Institute of Education Sciences
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Department
Child and Adolescent Development
Recommended Citation
V. Paul Poteat, Jerel P. Calzo, Hirokazu Yoshikawa, Daniel Kellogg, Robert A. Marx, Abigail Richburg, and Arthur Lipkin. "Youth experiences in gender–sexuality alliances predict academic engagement but not disaffection through social–emotional wellbeing" Child Development (2024). https://doi.org/10.1111/cdev.14209
