The Effect of Negative School Climate on Academic Outcomes for LGBT Youth and the Role of In-School Supports

By J. Kosciw, Neal A. Palmer, Ryan M. Kull, Emily A. Greytak. 2013

376 citations recorded by the source corpus.

Subfields: Clinical Psychology, Reproductive Medicine, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ba7ab05820a13fdce9e2b8fe745f876dd550977d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. J. Turanovic
2. M. Gettinger
3. Travis C. Pratt
4. Katie M. Swanson
5. J. Ullman

In Reproductive Medicine

1. M. Gettinger
2. Katie M. Swanson
3. M. Badgett
4. J. Ullman

In Social Psychology

1. J. Turanovic
2. Travis C. Pratt
3. M. Gettinger
4. Katie M. Swanson
5. M. Badgett
6. J. Ullman

Citations in the corpus

• Teachers' knowledge, attitudes, and supportive behaviors toward LGBT students: Relationship to Gay-Straight Alliances, antibullying policy, and teacher training (2016, background): “Because an unsafe environment may limit access to education and interfere with one’s ability to learn, LGBT students are also at a high risk for negative academic outcomes (Kosciw et al., 2013).”
• Teacher positivity towards gender diversity: exploring relationships and school outcomes for transgender and gender-diverse students (2017, background): “…negative school climate4 towards sexuality and gender diversity impacts the social and academic outcomes for sexuality and gender diverse students (Kosciw et al. 2013; Ullman 2015b); however, much remains unknown about the mechanisms by which these various environmental stressors and supports…”
• The relationship between LGBT inclusion and economic development: Macro-level evidence (2019, positive): “LGBT students face discrimination in schools by teachers and other students (Khan et al., 2005; Kosciw, Palmer, Kull, & Greytak, 2013; UNESCO, 2012, 2015).”
• The Victimization of LGBTQ Students at School: A Meta-Analysis (2020, background): “Although GSAs do a lot to support LGBTQ youth (Kosciw, Palmer, Kull, & Greytak, 2013), they may also inadvertently expose or label students as gender or sexual minorities to the rest of the student body – thereby making them more visible as targets for victimization.”