Extracurricular Settings as a Space to Address Sociopolitical Crises: The Case of Discussing Immigration in Gender-Sexuality Alliances Following the 2016 U.S. Presidential Election

V. Paul Poteat, Jerel P. Calzo, Hirokazu Yoshikawa, Sarah B. Rosenbach, Christopher J. Ceccolini, Robert A. Marx

Research output: Contribution to journalArticlepeer-review

Abstract

School-based extracurricular settings could promote dialogue on sociopolitical crises. We considered immigration discussions within gender-sexuality alliances (GSAs), which address multiple systems of oppression. Among 361 youth and 58 advisors in 38 GSAs (19 in 2016–2017/Year 1; 19 in 2017–2018/Year 2), youth in Year 1 reported increased discussions from baseline throughout the remaining school year; differences were nonsignificant in Year 2. In both years, youth reporting greater self-efficacy to promote social justice, and GSAs with advisors reporting greater self-efficacy to address culture, race, and immigration discussed immigration more over the year (adjusting for baseline). In interviews, 38 youth described circumstances promoting or inhibiting discussions: demographic representation, open climates, critical reflection, fear or consequences of misspeaking, discomfort, agenda restrictions, and advisor roles.

Original languageEnglish (US)
Pages (from-to)2262-2294
Number of pages33
JournalAmerican Educational Research Journal
Volume56
Issue number6
DOIs
StatePublished - Dec 1 2019

Keywords

  • LGBTQ youth
  • extracurricular groups
  • gender-sexuality alliance
  • immigration
  • social justice

ASJC Scopus subject areas

  • Education

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