TY - JOUR
T1 - Characteristics of schools with and without Gay-Straight Alliances
AU - Baams, Laura
AU - Pollitt, Amanda M.
AU - Laub, Carolyn
AU - Russell, Stephen T.
N1 - Funding Information:
This research was supported by grant, P2CHD042849, Population Research Center, awarded to the Population Research Center at The University of Texas at Austin by the Eunice Kennedy Shriver National Institute of Child Health and Human Development. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. The authors acknowledge generous support from the Communities for Just Schools Fund, and support for Russell from the Priscilla Pond Flawn Endowment at the University of Texas at Austin. We are grateful to Jack Day and Katerina O. Sinclair for their input on earlier versions of the manuscript.
Publisher Copyright:
© 2018, The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2020/10/1
Y1 - 2020/10/1
N2 - Research shows that Gay-Straight Alliances (GSAs) are associated with school climate and student well-being, but it is unclear what school characteristics may account for some of these findings. The current study describes characteristics of schools with and without GSAs. Using a population-based sample of 1,360 California public high schools, inferential statistics show that schools with larger enrollment, more experienced teachers, and lower pupil/teacher ratios were more likely to have GSAs. In addition, among schools with GSAs, larger enrollment, more experienced teachers, fewer socioeconomically disadvantaged students, and higher academic achievement are among the factors related to a longer presence of GSAs. Implications for GSA and policy implementation, as well as the importance of accounting for school characteristics in research on GSAs are discussed.
AB - Research shows that Gay-Straight Alliances (GSAs) are associated with school climate and student well-being, but it is unclear what school characteristics may account for some of these findings. The current study describes characteristics of schools with and without GSAs. Using a population-based sample of 1,360 California public high schools, inferential statistics show that schools with larger enrollment, more experienced teachers, and lower pupil/teacher ratios were more likely to have GSAs. In addition, among schools with GSAs, larger enrollment, more experienced teachers, fewer socioeconomically disadvantaged students, and higher academic achievement are among the factors related to a longer presence of GSAs. Implications for GSA and policy implementation, as well as the importance of accounting for school characteristics in research on GSAs are discussed.
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U2 - 10.1080/10888691.2018.1510778
DO - 10.1080/10888691.2018.1510778
M3 - Article
AN - SCOPUS:85054053137
SN - 1088-8691
VL - 24
SP - 354
EP - 359
JO - Applied Developmental Science
JF - Applied Developmental Science
IS - 4
ER -