Graduation Term

Spring 2025

Degree Name

Doctor of Philosophy (PhD)

Department

Department of Psychology: School Psychology

Committee Chair

Shengtian Wu

Committee Member

Jeffrey Kahn

Committee Member

S. Gavin Weiser

Committee Member

Eric Wesselmann

Abstract

Despite growing attention to discrimination faced by sexual and gender minority groups, perceived sexual and gender minority students face intolerance and prejudice within their schools. This study addresses the complex experiences of perceived and self-identified sexual and gender minority youth (SGMY) subjected to bias-based bullying and its effect on their school experience. This study investigated the impact of bias-based bullying on school-related outcomes, such as academic self-efficacy, absenteeism, school climate, and identity disclosure, for SGMY, while also examining Gay-Straight Alliances (GSAs). Participants in the study are self-identified and perceived SGMY, and heterosexual adolescents. An anonymous self-administered Qualtrics survey was utilized to collect data and ensure participant confidentiality and autonomy. Study variables encompass measures of bias-based bullying, school climate, GSA presence, and school-related outcomes. Regression, t-tests, and correlation analysis were used to assess the impact of GSAs and bias-based bullying on school-related outcomes. GSA presence was associated with higher academic self-efficacy but not absenteeism, school climate perception, or identity disclosure. GSA participation correlated with lower school climate perceptions. Bias-based bullying predicted lower school climate perceptions and academic self-efficacy but higher identity disclosure. Group comparisons confirmed significant differences in school climate perceptions, absenteeism, and identity disclosure based on bullying experiences and SGMY status.

Access Type

Dissertation-Open Access

DOI

https://doi.org/10.30707/ETD.1763755358.460255

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