Relationship Between the Presence of Gay-Straight Alliances and School Staff Attitudes Toward and Knowledge of LGBTQ+ Students and Issues

Date of Award

8-1-2024

Degree Name

Ed.S. in School Psychology

Department

Department of Counselor Education and Human Services

Advisor/Chair

Susan Davies

Abstract

This thesis investigates the relationship between the presence of Gay-Straight Alliances (GSAs) and school staff attitudes toward and knowledge of LGBTQ+ students and issues. Drawing upon existing literature highlighting the significance of social supports for LGBTQ+ populations in educational settings, this study focuses on the attitudes and knowledge of LGBTQ+ rights and risk factors held by school staff in high schools with and without GSAs. A quantitative survey design was employed, utilizing adapted measures from existing research tools to assess school staff attitudes and knowledge regarding LGBTQ+ student populations. Results revealed no significant differences in knowledge or attitudes between schools with and without GSAs. These findings suggest that while GSAs provide vital support for LGBTQ+ students, additional strategies beyond their presence alone may be necessary to enhance school staff knowledge and attitudes, emphasizing the importance of comprehensive LGBTQ+ inclusivity initiatives within educational settings.

Keywords

Gay-Straight Alliances; GSA; LGBTQ+; Educational Inclusivity; Student Mental Health; LGBTQ+ Academic Risk Factors; High School Staff; School Psychology

Rights Statement

Copyright © 2024, author.

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