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Coulter RWS, Paglisotti T, Montano G, Bodnar K, Bersamin M, Russell ST, Hill AV, Mair C, Miller E. Intersectional Differences in Protective School Assets by Sexuality, Gender, Race/Ethnicity, and Socioeconomic Status. THE JOURNAL OF SCHOOL HEALTH 2021; 91:318-330. [PMID: 33740272 PMCID: PMC8432425 DOI: 10.1111/josh.13005] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/01/2020] [Revised: 11/03/2020] [Accepted: 11/25/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND School assets-such as connectedness, caring relationships with adults, high behavioral expectations from adults, and meaningful participation-are associated with positive outcomes for adolescents. However, little is known about how school assets differ among adolescents with intersecting marginalized identities. METHODS We used the 2013-2014 California Healthy Kids Survey (N = 320,462 students) to examine differences in school assets with respect to sexuality, gender, race/ethnicity, and socioeconomic status using adjusted multilevel linear regression models. RESULTS Sexual minority, gender minority, racial/ethnic minority, and low socioeconomic status adolescents had significantly lower protective school assets. For all outcomes, the differences between sexual minority and heterosexual adolescents were more pronounced among nontransgender girls than nontransgender boys; however, these differences were not consistently present among racial/ethnic minority students. For school connectedness and meaningful participation, differences for racial/ethnic minorities versus white adolescents were more pronounced among nontransgender girls than nontransgender boys. Differences between transgender adolescents and nontransgender boys were more pronounced for white adolescents compared to some other racial/ethnic minority students. Overall, adolescents with certain multiple marginalized identities had lower school assets. CONCLUSIONS Interventions are needed to strengthen school assets among marginalized students, thereby helping mitigate health and education inequities.
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Affiliation(s)
- Robert W S Coulter
- Assistant Professor, , Department of Behavioral and Community Health Sciences, Graduate School of Public Health, University of Pittsburgh, 6129 Public Health Building, 130 De Soto Street, Pittsburgh, PA, 15261., USA
| | - Taylor Paglisotti
- Data Analyst Coordinator, , Department of Pediatrics, School of Medicine, University of Pittsburgh, 120 Lytton Avenue, Pittsburgh, PA, 15213-1444., USA
| | - Gerald Montano
- Assistant Professor of Pediatrics, , Department of Pediatrics, School of Medicine, University of Pittsburgh, University Center, Suite 225, 120 Lytton Avenue, Pittsburgh, PA, 15213-1481., USA
| | - Kaitlin Bodnar
- Research Assistant, , University of Pittsburgh, Graduate School of Public Health, P.O. Box 7319, Pittsburgh, PA, 15213., USA
| | - Melina Bersamin
- Senior Research Scientist, , Prevention Research Center, 1516 East Franklin Street, Chapel Hill, NC, 27514., USA
| | - Stephen T Russell
- Professor, , Department of Human Development and Family Sciences, Population Research Center, University of Texas at Austin, 108 E Dean Keeton Street, Austin, TX, 78712., USA
| | - Ashley V Hill
- Postdoctoral Researcher, , Division of Adolescent and Young Adult Medicine, UPMC Children's Hospital of Pittsburgh, University Center, Suite 302.4, 120 Lytton Avenue, Pittsburgh, PA, 15213-1481., USA
| | - Christina Mair
- Associate Professor, , Department of Behavioral and Community Health Sciences, Graduate School of Public Health, University of Pittsburgh, 6136 Public Health Building, 130 De Soto Street, Pittsburgh, PA, 15261., USA
| | - Elizabeth Miller
- Professor, , Department of Pediatrics, School of Medicine, University of Pittsburgh, University Center, Suite 302.2, 120 Lytton Avenue, Pittsburgh, PA, 15213-1481., USA
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Brodar KE, La Greca AM, Hysing M, Llabre MM. Stressors, Repetitive Negative Thinking, and Insomnia Symptoms in Adolescents Beginning High School. J Pediatr Psychol 2021; 45:1027-1038. [PMID: 32968794 DOI: 10.1093/jpepsy/jsaa064] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2020] [Revised: 07/10/2020] [Accepted: 07/13/2020] [Indexed: 02/06/2023] Open
Abstract
OBJECTIVE Although the first year of high school may represent a particularly stressful time for adolescents, no research addresses how stressors are related to insomnia symptoms during this time. Thus, we examined how stress relates to concurrent and prospective insomnia symptoms in adolescents beginning high school (Aim 1). Additionally, we assessed repetitive negative thinking (RNT) as a mediator (Aim 2). We also evaluated whether the pattern of associations differed for boys and girls (Aim 3). METHODS Adolescents (N = 502; M age = 14.22 years; 58.2% girls; 91.2% Hispanic/Latinx) completed questionnaires about stressors related to beginning high school (e.g., school performance, peer pressure), family support, RNT, and insomnia symptoms at the beginning and end of their first year of high school. Multiple group structural equation models assessed relationships between these variables and evaluated differences between boys and girls. RESULTS School/leisure conflict and low family support were directly associated with insomnia symptoms at both times, and RNT mediated these relationships in both boys and girls. In girls, peer pressure and low family support were indirectly associated with Time 1 and Time 2 insomnia symptoms via RNT. In boys, school performance was indirectly associated with Time 1 and Time 2 insomnia symptoms via RNT. CONCLUSIONS Stressful experiences at the beginning of high school negatively affect sleep in adolescents both in the short and long term. Pediatric psychologists should educate adolescents and their parents about the risk of sleep problems during this time period and provide strategies for stress management and for proper sleep hygiene.
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Affiliation(s)
| | | | - Mari Hysing
- Department of Psychosocial Science, University of Bergen
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Kunyu D, Juang LP, Schachner MK, Schwarzenthal M. Discrimination Among Youth of Immigrant Descent in Germany. ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE 2020. [DOI: 10.1026/0049-8637/a000231] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Abstract. Ethnic discrimination has a negative impact on the socioemotional, behavioral, relational, and academic adjustment of adolescents, while belonging with classmates, teachers, heritage, and national group may promote positive socioemotional and academic adjustment. We investigate (1) whether greater discrimination by peers and a lower sense of belonging with classmates, teachers, heritage group, and national group are associated with lower socioemotional and academic adjustment of adolescents of immigrant descent in Germany; and (2) whether a sense of belonging with these different sources acts as a protective factor lowering the negative effects of discrimination on adjustment. Our sample included 439 7th-grade adolescents (51 % female, Mage = 12.4 years) of immigrant descent from 15 Berlin secondary schools. Results showed that higher discrimination was related to greater physiological stress, depressive symptoms, and disruptive school behavior. Higher heritage (but not national) identity, a higher sense of belonging with classmates and with teachers were associated with better socioemotional and academic adjustment. An examination of interaction effects between discrimination and forms of belonging on adjustment revealed that, while the association between discrimination and poorer adjustment weakened for those with higher heritage identity, the association between discrimination and physiological stress increased for those with higher teacher relatedness. We conclude that heritage identity (but not national identity or sense of belonging with classmates) can indeed be a protective factor against the negative effects of discrimination for adolescents of immigrant descent in Germany. Even though belonging with teachers may exacerbate discrimination effects, further investigation with longitudinal data is needed. The findings underline the important role of heritage ties among adolescents of immigrant descent as a source of adjustment, especially in light of discrimination experiences.
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Affiliation(s)
- David Kunyu
- Inclusive Education, University of Potsdam, Germany
| | | | - Maja K. Schachner
- Educational Psychology, Martin Luther University of Halle-Wittenberg, Germany
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