A Call for “Trans-action”: The Role of Enacted Stigma in Mediating the Relationship between School Climate and School Attachment among Gender Minority Students
Bibliographic record
Abstract
Several studies have highlighted the association between enacted stigma with various mental health and educational disparities among sexual minority students, but fewer have done so with an exclusive gender minority sample and even less have included school attachment as an outcome measure. The purpose of the current analyses is to test the main effects that an LGBTQ-inclusive school context as well as enacted stigma has on school attachment, and whether enacted stigma acts as a mediator. Results show that exposure to enacted stigma is a risk factor for low school attachment, while a supportive LGBTQ-inclusive school climate is a protective one, and that the relationship between an inclusive climate and school attachment is significantly mediated by enacted stigma. Within a theoretically informed lens, these findings represent a notable contribution to educational research in terms of the importance of providing a healthy school environment for gender minority students. Si plusieurs études ont souligné le lien entre la stigmatisation effective et diverses disparités portant sur la santé mentale et l’éducation chez des élèves appartenant à une minorité sexuelle, moins d’entre elles ont porté exclusivement sur un échantillon composé d’une minorité sexuelle et encore moins ont inclus l’intérêt pour l’école parmi les mesures de résultats. L’objectif de nos analyses est d’évaluer les incidences principales qu’ont, d’une part, un contexte scolaire inclusif face à la population LGBTQ et, d’autre part, la stigmatisation effective, sur l’intérêt pour l’école. Nous cherchons également à savoir si la stigmatisation effective joue un rôle de médiateur. Les résultats indiquent que l’exposition à la stigmatisation effective constitue un facteur de risque pour une mauvaise relation avec l’école, qu’un climat scolaire inclusif face à la population LGBTQ est un facteur de protection et que le rapport entre un climat inclusif et l’intérêt pour l’école est modifié considérablement par la stigmatisation effective. Dans une optique fondée sur les théories actuelles, ces résultats représentent une contribution notable à la recherche en éducation en évoquant l’importance de fournir un milieu scolaire sain pour les élèves appartenant à une minorité sexuelle.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.023 | 0.038 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.006 |
| Scholarly communication | 0.005 | 0.006 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".