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Youth from marginalized groups face school bias impacting attendance and achievement. Addressing bias-based bullying and increasing teacher support are crucial for improving educational outcomes for all students.

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Area of Science:

  • Educational Psychology
  • Sociology of Education
  • Adolescent Health

Background:

  • Marginalized youth (racial, ethnic, sexual, gender minorities) experience school bias, stigma, and discrimination.
  • These experiences correlate with negative educational outcomes like absenteeism, disengagement, and pushout.
  • Understanding these disparities is vital for improving student well-being and academic success.

Purpose of the Study:

  • To investigate the relationship between bias-based bullying, teacher caring, and school outcomes (absences, grades) for diverse student populations.
  • To identify specific patterns of school experiences among youth with marginalized identities.
  • To inform school structural changes based on student experiences.

Main Methods:

  • Utilized data from the Minnesota Student Survey (N=80,456) and the California Healthy Kids Survey (N=512,067) involving 9th-12th graders.
  • Employed Exhaustive Chi-Square Automatic Interaction Detection (ECHAID) for data analysis.
  • Examined associations between bias-based bullying, teacher caring, general absences, safety-related absences, and academic grades.

Main Results:

  • Significant heterogeneity was observed in school experiences across diverse student groups in both datasets.
  • Bias-based bullying victimization and low teacher caring were strongly associated with negative school outcomes.
  • Youth with marginalized identities reported particularly challenging experiences concerning bullying and teacher support.

Conclusions:

  • School environments exhibit significant disparities affecting marginalized youth.
  • Interventions must address bias-based bullying and enhance teacher support to improve attendance, safety, and academic achievement.
  • Structural changes in schools should prioritize the lived experiences of marginalized students.