Student School Engagement Among Sexual Minority Students: Understanding the Contributors to Predicting Academic Outcomes

ABSTRACT

Hierarchical multiple regression is used to examine whether student school engagement predicts grade point average (GPA) and fear-based truancy among 315 sexual minority youth aged 13 to 24 years. Results indicate that student school engagement is a significant predictor of GPA, and this relationship is strongest in the presence of a gay–straight alliance. Having an adult ally at school is associated with a decrease in fear-based truancy, while student school engagement predicts a decrease in fear-based truancy only for youth who have higher levels of subjective fear at school. Implications for future research and for practice among school-based helping professionals are discussed.

KEYWORDS:

• Academic achievement
• student school engagement
• gay
• lesbian
• bisexual
• sexual minority
• gay–straight alliance
• truancy

Notes

1. For the purposes of this article, sexual minority youth are those who identify as lesbian, gay, bisexual, transgender, queer, and/or questioning (LGBTQ). Queer is a term that is being positively reclaimed by many in the LGBTQ community and is typically used to indicate a more fluid and overtly politicized sexual orientation.