Youth experiences in gender–sexuality alliances predict academic engagement but not disaffection through social–emotional wellbeing

V. Paul Poteat; Jerel P. Calzo; Hirokazu Yoshikawa; Daniel Kellogg; Robert A. Marx; Abigail Richburg; Arthur Lipkin

doi:10.1111/cdev.14209

Youth experiences in gender–sexuality alliances predict academic engagement but not disaffection through social–emotional wellbeing

V. Paul Poteat, Jerel P. Calzo, Hirokazu Yoshikawa, Daniel Kellogg, Robert A. Marx, Abigail Richburg, Arthur Lipkin

Research output: Contribution to journal › Article › peer-review

Abstract

Experiences in gender–sexuality alliances (GSAs) could predict youth's academic engagement through improved social–emotional wellbeing (indicated by school belonging, hope, and positive and negative affect). This study utilized three waves of data, each spaced 2–3 months apart, among 627 youth (87% LGBQ+, 45% trans/nonbinary, 48% youth of color) ages 11–22 (M_age = 15.13) in 51 GSAs in the United States in 2021–2022. Greater peer responsiveness in the GSA predicted increased academic engagement through increased wellbeing overall and specifically through hope and decreased negative affect. Advisor responsiveness and GSA leadership correlated with wellbeing and academic engagement in bivariate analyses but were not predictive in the comprehensive model. GSA experiences were uncorrelated with academic disaffection. Findings suggest how GSAs promote youth's wellbeing and academic engagement.

Original language	English (US)
Pages (from-to)	847-864
Number of pages	18
Journal	Child development
Volume	96
Issue number	2
DOIs	https://doi.org/10.1111/cdev.14209
State	Published - Mar 1 2025

ASJC Scopus subject areas

Pediatrics, Perinatology, and Child Health
Education
Developmental and Educational Psychology

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10.1111/cdev.14209

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title = "Youth experiences in gender–sexuality alliances predict academic engagement but not disaffection through social–emotional wellbeing",

abstract = "Experiences in gender–sexuality alliances (GSAs) could predict youth's academic engagement through improved social–emotional wellbeing (indicated by school belonging, hope, and positive and negative affect). This study utilized three waves of data, each spaced 2–3 months apart, among 627 youth (87% LGBQ+, 45% trans/nonbinary, 48% youth of color) ages 11–22 (Mage = 15.13) in 51 GSAs in the United States in 2021–2022. Greater peer responsiveness in the GSA predicted increased academic engagement through increased wellbeing overall and specifically through hope and decreased negative affect. Advisor responsiveness and GSA leadership correlated with wellbeing and academic engagement in bivariate analyses but were not predictive in the comprehensive model. GSA experiences were uncorrelated with academic disaffection. Findings suggest how GSAs promote youth's wellbeing and academic engagement.",

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AU - Poteat, V. Paul

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AU - Yoshikawa, Hirokazu

AU - Kellogg, Daniel

AU - Marx, Robert A.

AU - Richburg, Abigail

AU - Lipkin, Arthur

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N2 - Experiences in gender–sexuality alliances (GSAs) could predict youth's academic engagement through improved social–emotional wellbeing (indicated by school belonging, hope, and positive and negative affect). This study utilized three waves of data, each spaced 2–3 months apart, among 627 youth (87% LGBQ+, 45% trans/nonbinary, 48% youth of color) ages 11–22 (Mage = 15.13) in 51 GSAs in the United States in 2021–2022. Greater peer responsiveness in the GSA predicted increased academic engagement through increased wellbeing overall and specifically through hope and decreased negative affect. Advisor responsiveness and GSA leadership correlated with wellbeing and academic engagement in bivariate analyses but were not predictive in the comprehensive model. GSA experiences were uncorrelated with academic disaffection. Findings suggest how GSAs promote youth's wellbeing and academic engagement.

AB - Experiences in gender–sexuality alliances (GSAs) could predict youth's academic engagement through improved social–emotional wellbeing (indicated by school belonging, hope, and positive and negative affect). This study utilized three waves of data, each spaced 2–3 months apart, among 627 youth (87% LGBQ+, 45% trans/nonbinary, 48% youth of color) ages 11–22 (Mage = 15.13) in 51 GSAs in the United States in 2021–2022. Greater peer responsiveness in the GSA predicted increased academic engagement through increased wellbeing overall and specifically through hope and decreased negative affect. Advisor responsiveness and GSA leadership correlated with wellbeing and academic engagement in bivariate analyses but were not predictive in the comprehensive model. GSA experiences were uncorrelated with academic disaffection. Findings suggest how GSAs promote youth's wellbeing and academic engagement.

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Youth experiences in gender–sexuality alliances predict academic engagement but not disaffection through social–emotional wellbeing

Abstract

ASJC Scopus subject areas

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