ArticleThe American journal of orthopsychiatry2021
Production and maintenance of the institutional in/visibility of sexual and gender minority students in schools.
Article in The American journal of orthopsychiatry, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
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Who cites it
7 citing papers in PubMed.
- Multilevel Factors Impacting U.S. School Nurses' Support of LGBTQ+ Youth: A Qualitative Analysis.The Journal of school nursing : the official publication of the National Association of School Nurses · 2026Article
- School Nurse Leadership and the Implementation of School-Based Support for LGBTQ+ Students.The Journal of school nursing : the official publication of the National Association of School Nurses · 2025Article
- The impact of LGBTQ-inclusive practices on student suicidality in New Mexico high schools.International journal of LGBTQ+ youth studies · 2025Article
- School-Based Health Centers Addressing Health Equity for LGBTQ + Patients (SBHCs HELP): protocol for a stepped-wedge trial to implement innovations promoting structural competency.BMC health services research · 2024Article
- Power and resistance in schools: Implementing institutional change to promote health equity for sexual and gender minority youth.Frontiers in health services · 2022Article
- Outer-context determinants on the implementation of school-based interventions for LGBTQ+ adolescents.Implementation research and practiceArticle
- Article
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Authors and funding
3 authors.
Funding
Abstract
This research investigates how school professionals, as institutional actors, influence school climates experienced by lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) youth. Although research links institutional characteristics to outcomes for LGBTQ youth, scholars do not yet fully understand the mechanisms. We address this gap through a mesolevel analysis of staff perspectives on schools' responsibilities to LGBTQ students. Using data from 96 semistructured interviews with high school staff during the 2016-2017 school year, we found that participants used three main cues to assess visibility of the school's LGBTQ population: (a) student self-advocacy; (b) students' enactment of LGBTQ stereotypes; and (c) same-sex relationships. Reliance on these cues led staff to underestimate the LGBTQ population and employ narrative frames to rationalize the status quo: small LGBTQ population did not merit allocating resources; all students were treated equally; LGBTQ-inclusive policies further marginalized LGBTQ students; and student issues were addressed through individualized interventions. Our research shows how staff's biases collide with institutional inertia to influence school climate, one crucial facet of the ecological contexts of LGBTQ youth. We conclude with discussion of implications and recommendations. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
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Registered trials
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