少数民族的压力和弹性在学生的教育经验教育的经验
1Department of Elementary School Teacher Education, Universitas Sebelas Maret, Surakarta, Indonesia.
这项研究使用迈耶的理论检查了LGBTQ+学生的少数民族压力和弹性. 它建议将理论扩展到交叉和社区观点,以及为更好的学生福祉进行结构性学校干预.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 社会学 社会学 社会学
背景情况:
- 少数民族压力是影响LGBTQ+学生在教育环境中的福祉的一个重要因素.
- 迈耶的少数压力理论为了解这些挑战提供了一个框架.
- 现有的研究往往忽视了交叉性和社区支持的复杂性.
研究的目的:
- 批判性地分析当前关于少数群体压力和LGBTQ+学生的弹性研究.
- 提出一个扩展的理论框架,包括跨部门和社区的观点.
- 确定教育机构可行的结构性干预措施.
主要方法:
- 批判性评论和对现有文献的深入分析.
- 梅耶尔的少数压力理论的应用和扩展.
- 对与LGBTQ+学生相关的远端和近端压力因素的审查.
主要成果:
- 目前在LGBTQ+教育中对少数群体压力的方法有限.
- 交叉和社区因素对于理解弹性至关重要.
- 远端和近端压力因素对LGBTQ+学生产生重大影响.
结论:
- 当前对LGBTQ+学生中少数群体压力的理解需要理论扩展.
- 整合跨学科性和社区视角对于全面的方法至关重要.
- 学校的结构性干预是必要的,以促进包容性环境和支持学生的福祉.
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