大学生中的多受害者和学业表现:检查性和性别认同之间的差异
Katelyn P Hancock1, Leah E Daigle2, Sydney Nelloms2
1The University of Tennessee at Chattanooga, Chattanooga, USA.
Journal of American college health : J of ACH
|November 21, 2024
概括
多重受害者影响大学的学业成绩在大多数群体中都类似. 然而,跨性别/非二进制和性少数群体学生面临更高的风险,突出需要普遍干预努力.
科学领域:
- 社会心理学 社会心理学
- 高等教育研究 高等教育研究
- 受害者学 受害者学
背景情况:
- 多重受害者,经历多种形式的受害者,是大学环境中的一个重大问题.
- 了解其对不同学生群体学业绩的影响对于有针对性的支持至关重要.
- 现有的研究往往忽视了性别和性认同对这些结果的交叉影响.
研究的目的:
- 调查大学生中多重受害和学业成绩之间的关系.
- 检查性别认同和性取向如何调节这种关系.
- 为了确定特定的学生群体在学术困难的风险较高,由于多受害者.
主要方法:
- 利用了美国大学健康协会国家大学健康评估II (2019年春季) 的数据.
- 采用多项逻辑回归和负二项回归模型.
- 包括交互术语来评估跨性别和性认同群体的差异性影响.
主要成果:
- 多受害者对学业成绩的影响在大多数人口群体中基本一致.
- 变性/非二进制学生和性少数群体学生表现出学业绩问题的可能性最高.
- 多受害者和学术困难之间的关联在异性恋和 cisgender 学生在特定情况下更强.
结论:
- 干预工作应广泛针对所有面临多受害者风险的学生,因为影响的普遍相似性.
- 由于他们的风险较高,可能需要特别注意跨性别/非二进制和性少数群体的学生.
- 进一步的研究可以探索根据不同学生群体的交叉经验量身定制的细微干预措施.
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