Document Type

Article

Publication Date

3-2024

Publication Title

Translational Issues in Psychological Science

Abstract

Using an intersectional framework, the current study examined how perceptions of school safety and identity valuation influenced Black lesbian, gay, bisexual, and queer (LGBQ+) students’ feelings of school belonging in three schools where the student bodies were predominantly Black. Research on school belonging has focused on the experiences of white LGBQ+ youth or examined disparities in belonging through a singular identity (e.g., exclusively race). Moreover, while research has considered the role of safety in predicting belonging, this work has not considered ways that school context might particularly speak to or affirm the identities of students coming from multiply marginalized groups. To address this gap in the literature, we present a model of school belonging that centers on the experiences of Black LGBQ+ youth. Moderated mediation analyses revealed significant indirect effects of sexual identity on school belonging through both school safety and identity valuation, and these effects depended on participant race. Recommendations for school programming that attends to the unique needs of Black LGBQ+ students are discussed.

Volume

10

Issue

1

First Page

82

Last Page

93

DOI

10.1037/tps0000391

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Rights

Licensed to Smith College and distributed CC-BY 4.0 under the Smith College Faculty Open Access Policy.

Comments

Peer reviewed accepted manuscript.

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