Exploring the benefits of GSAs for student well-being across racial/ethnic groups

• In Event: Life in the Margins: Marginalization and Mental Health among LGBTQ Youth

Abstract

Background: Many LGBTQ youth experience high levels of anti-LGBTQ victimization in schools, which may negatively impact well-being, including lower school belonging, lower self-esteem, and higher depression (Kosciw et al., 2018). Student-led clubs such as Gay-Straight Alliances/Gender and Sexuality Alliances (GSAs) may improve outcomes for LGBTQ youth, including greater feelings of school belonging, and lower levels of depression (Heck et al., 2011, Kosciw et al., 2018; Lee, 2002). GSAs may also buffer the relationship between anti-LGBTQ school victimization and depression in early adulthood (Toomey et al., 2011). However, this phenomenon has not yet been explored among current students. Further, little research has quantitatively examined GSA benefits across racial/ethnic groups, though qualitative findings suggest that some youth of color may not find GSAs useful (McCready, 2004, Ocampo & Soodjinda, 2015).
The current paper examines whether GSAs attenuate the negative effects of victimization on LGBTQ students' psychological wellbeing, and whether those potential benefits vary between racial/ethnic groups.
Sample and Methods: Data come from a national survey of 23,001 LGBTQ students in secondary school about their school experiences and well-being. The sample had an average age of 15.6 years, was 66.6% White, 41.8% gay or lesbian, and 53.7% cisgender.
We conducted a series of hierarchical ordinary least squares (OLS) regression models to explore the roles of GSA presence and participation as moderators of the relationship between homophobic victimization and psychological well-being (depressive symptoms, self-esteem, and school belonging). For GSA presence, we regressed the psychological well-being variables onto victimization (Step 1), then they were regressed onto GSA presence (Step 2), and lastly, they were regressed onto the victimization by GSA presence interaction term (Step 3). A similar regression model was conducted to examine GSA participation, only among LGBTQ students with a GSA. We repeated both regression models for different racial/ethnic groups.
Results: For the full sample, GSA presence was related to all 3 outcomes. For Latinx students, GSA presence was related to school belonging and self-esteem, and for Black and AAPI students, it was related to. For the full sample, the GSA presence by victimization interaction term was significant, and GSA presence had a greater effect among those experiencing lower levels of victimization. A similar interaction was observed among Latinx and AAPI students.
For students with a GSA, participation was related to all 3 outcomes. For AAPI students, participation was related to school belonging. The GSA participation by victimization interaction term was marginally significant, and GSA participation may slightly buffer the negative effects of victimization on school belonging.
Conclusions: All racial/ethnic groups experienced benefits to GSA presence, though presence may be less helpful for those experiencing high levels of victimization. Participation in GSAs may be less helpful for Black and Latinx students than for other LGBTQ youth. Additional research is needed to understand and address the unique needs of LGBTQ students of color. Further implications for policy and practice will be discussed.

Authors

• Adrian Zongrone, GLSEN
  Presenting Author

• Alicia Menard-Livingston
  Non-Presenting Author