Author ORCID Identifier
Santo - https://orcid.org/0000-0002-2057-1519
da Cunha - https://orcid.org/0000-0002-4003-6847
Recchia - https://orcid.org/0000-0002-9490-6430
Martin-Storey - https://orcid.org/0000-0003-0026-1545
Document Type
Article
Publication Date
5-6-2021
Publication Title
Journal of School Psychology
Volume
86
First Page
120
Last Page
132
Abstract
Gender minoritized students experience unique challenges in their school environments that may have consequences for their educational outcomes, including academic engagement. The goal of the current study was to understand the association between gender identity and academic engagement among adolescents attending public high schools in Paraná, Brazil (N = 10,828). In particular, student perceptions of student-teacher relationships, school rule fairness and clarity, school-wide academic engagement, and peer victimization were examined as four facilitator/barrier factors that may account for lower levels of academic engagement for gender minoritized students as compared to their cisgender peers, and these processes were tested for differences across race/ethnicity. Public high school students (ages 12–18 years) completed an in-class survey assessing their gender identities, perceptions of the school environment, and academic engagement. Gender minoritized students reported significantly lower levels of academic engagement as compared to their cisgender peers. They also reported less clear and fair school rules, lower levels of school-wide academic engagement, and higher levels of victimization. These facilitator/barrier variables partially accounted for the lower levels of academic engagement reported by gender minoritized students. No significant differences were observed for gender identity according to race/ethnicity. These findings suggest that facilitators/barriers that account for academic engagement for students in general partially explain gender identity-related disparities, and the implications for school psychologists are discussed.
Recommended Citation
Martin-Storey, Santo, J. B., Recchia, H., Chilliak, C. S., Caetano Nardi, D. H. & Da Cunha, J. M. (2021). Gender minority status and academic engagement among Brazilian adolescents: Risk and protective factors. Journal of School Psychology, 86, 120-132. https://doi.org/10.1016/j.jsp.2021.03.001
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
This is an Accepted Manuscript of an article published by Elsevier in Journal of School Psychology on May 6, 2021 available online: https://doi.org/10.1016/j.jsp.2021.03.001