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The Development of a Measurement and Structural Model of Gender Affirmative School Climate- [electronic resource]

자료유형: 학위논문파일 국외

최종처리일시: 20240214101642

ISBN: 9798380114141

DDC: 136

저자명: Scrofani, Stephan.

서명/저자: The Development of a Measurement and Structural Model of Gender Affirmative School Climate - [electronic resource]

발행사항: [S.l.]: : Arizona State University., 2023

발행사항: Ann Arbor : : ProQuest Dissertations & Theses,, 2023

형태사항: 1 online resource(267 p.)

주기사항: Source: Dissertations Abstracts International, Volume: 85-02, Section: B.

주기사항: Advisor: Martin, Carol Lynn;DeLay, Dawn.

학위논문주기: Thesis (Ph.D.)--Arizona State University, 2023.

사용제한주기: This item must not be sold to any third party vendors.

초록/해제: 요약The theoretical basis of the proposed study is drawn from an ecological-transactional (Lynch & Cicchetti, 1998) systems approach to development, which focuses on contexts, and correspondingly, overlays the gender affirmative model's (GAM) transactional model of support (Keomeier & Ehrensaft, 2018) to reveal protection in the school ecology. Combining these two approaches provides unique insights into protective factors in the school ecology, distinct from developmental systems approaches driven by the minority stress model (Meyer, 2003), which are designed to highlight the multidimensional quality of risk (Eisenberg et al., 2019).The dissertation had two central aims: 1) to report on the development of the Gender Affirmative School Climate (GASC) scale, a self-report survey designed to capture high school climate specific to the domain of gender, and 2) to explore how gender affirmative school climate (GASC) relates to student self-esteem and school belongingness. Unique from risk factors approaches the central aims sought out to identify protective factors within a developmental system ecology of the high school context. In two pilot studies (N=12; N=758; trans = 413, non-trans = 344) and primary study (N=813; trans = 482, non-trans = 328) results for scale development provide evidence to validate assumptions that the proposed (GASC) construct captures what was intended, that is, school climate specific to the domain of gender. However, measurement invariance procedure showed that not all items operated equivalently across trans and non-trans groups, and confirmed that the proposed scale meets criteria for "weak measurement invariance".High school students that reported more positive school climate reported lower self-esteem scores. Only one protective moderator was consistent with hypotheses: More feelings of similarity to peer group gender (boys) emerged as a protective factor for transgender identified high schoolers attenuating the negative relationship between perceptions of school climate and self-esteem. Latent measurement models for each gender group demonstrated that the school belongingness construct is highly related to the proposed (GASC) construct. This demonstrated domain overlap with "feelings of school belongingness" signals that the proposed scale showed good convergent validity. The results provide insight about ways high schools can be pro-active to promote a healthier school climate for transgender students.