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The impact of gender variance on adolescents’ wellbeing : does the school context matter?

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Abstract
Schools are often heteronormative environments, negatively influencing the wellbeing of LGB students. Less is known about the impact on gender-variant adolescents. Hence, this study investigates the wellbeing of gender-variant students— as evidenced by their gender (a)typicality and pressure for gender conformity—in different school cultures—as evidenced by the level of traditional gender role attitudes and homonegativity. We examine these context-dependent associations in a sample of 4987 Flemish students, who were questioned three times in 2012–2014. Multilevel regression analyses show that both gender-typical and atypical adolescents feel worse in heteronormative than inclusive schools. Furthermore, the social acceptance of boys seems to be more conditional on genderconformity in heteronormative than inclusive schools. Overall, inclusive schools ensure higher wellbeing for all students (regardless of sex or gender variance), and student–teacher relationships seem central in explaining these school differences. Implications for school policy as well as research considering heteronormativity and gender-variance are discussed.
Keywords
General Psychology, Education, Social Psychology, Gender Studies

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Please use this url to cite or link to this publication:

Chicago
Vantieghem, Wendelien, and Mieke Van Houtte. 2019. “The Impact of Gender Variance on Adolescents’ Wellbeing : Does the School Context Matter?” Journal of Homosexuality: 1–34.
APA
Vantieghem, W., & Van Houtte, M. (2019). The impact of gender variance on adolescents’ wellbeing : does the school context matter? JOURNAL OF HOMOSEXUALITY, 1–34.
Vancouver
1.
Vantieghem W, Van Houtte M. The impact of gender variance on adolescents’ wellbeing : does the school context matter? JOURNAL OF HOMOSEXUALITY. Informa UK Limited; 2019;1–34.
MLA
Vantieghem, Wendelien, and Mieke Van Houtte. “The Impact of Gender Variance on Adolescents’ Wellbeing : Does the School Context Matter?” JOURNAL OF HOMOSEXUALITY (2019): 1–34. Print.
@article{8583599,
  abstract     = {Schools are often heteronormative environments, negatively
influencing the wellbeing of LGB students. Less is known
about the impact on gender-variant adolescents. Hence, this
study investigates the wellbeing of gender-variant students—
as evidenced by their gender (a)typicality and pressure for
gender conformity—in different school cultures—as evidenced
by the level of traditional gender role attitudes and homonegativity.
We examine these context-dependent associations in a
sample of 4987 Flemish students, who were questioned three
times in 2012–2014. Multilevel regression analyses show that
both gender-typical and atypical adolescents feel worse in heteronormative
than inclusive schools. Furthermore, the social
acceptance of boys seems to be more conditional on genderconformity
in heteronormative than inclusive schools. Overall,
inclusive schools ensure higher wellbeing for all students
(regardless of sex or gender variance), and student–teacher
relationships seem central in explaining these school differences.
Implications for school policy as well as research considering
heteronormativity and gender-variance are discussed.},
  author       = {Vantieghem, Wendelien and Van Houtte, Mieke},
  issn         = {0091-8369},
  journal      = {JOURNAL OF HOMOSEXUALITY},
  keywords     = {General Psychology,Education,Social Psychology,Gender Studies},
  language     = {eng},
  pages        = {1--34},
  publisher    = {Informa UK Limited},
  title        = {The impact of gender variance on adolescents’ wellbeing : does the school context matter?},
  url          = {http://dx.doi.org/10.1080/00918369.2018.1522813},
  year         = {2019},
}

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