The Role of Advisors’ Sexual and Gender Minority Status in Gender and Sexuality Alliances

Authors' Names

Bennett Ilac, University of MontanaFollow
Kelly M. Davis, University of MontanaFollow

Presentation Type

Poster Presentation

Category

Social Sciences/Humanities

Abstract/Artist Statement

Research has consistently shown that sexual and gender minority (SGM) youth experience higher rates of mental health issues. One protective factor against these issues is the presence of Gender and Sexuality Alliances (GSAs) in schools. The presence of a GSA at school has been associated with lower rates of depression and higher levels of academic achievement, self-esteem, and belonging for SGM youth. Though the benefits of GSAs are well-documented, less research exists about the practices of GSAs and the advisors leading them. This study is based on data from a survey of 170 GSA advisors, 86 of whom self-identified as SGM. Noting the overrepresentation of SGM GSA advisors, this study aims to examine how SGM status may affect the role of GSA advisors.

While SGM advisors were signficantly more likely to rank education about LGBTQ+ issues, (p=.015), advocacy and awareness-building activities, (p =.023), and helping students explore their identities, (p=.028) as the most important functions of their role, cisgender heterosexual advisors were significantly more likely to rank providing a space for students to connect with their peers (p=.003). Additionally, SGM advisors reported significantly higher self-efficacy in their roles as GSA advisors than their cisgender heterosexual counterparts, t(166) = -3.442, p

GSAs are uniquely situated as a simple, school-based intervention to improve the lives of SGM youth. To best utilize this opportunity, the results of this study should be considered in how to best support GSA advisors in their roles. Particularly, findings suggest that GSA advisors may have different priorities in their role based on SGM status and that cisgender heterosexual GSA advisors may benefit from interventions to improve self-efficacy in their roles.

Mentor Name

Bryan Cochran

Personal Statement

Gender and Sexuality Alliances (GSAs) are an important resource for all, but especially sexual and/or gender minority (SGM) students. In comparing schools with and without GSAs, Poteat and colleagues find that suicide attempts, truancy, and substance youth are lower in all students when they attend schools with GSAs, especially when students identify as SGM (2013). However, despite promising research indicating that GSAs are a simple and effective way to benefit the mental health and educational outcomes of all students, little research examines how they function. The data in this study was collected by a senior graduate student in my lab seeking this information. In collaborating on analyzing this data, I was surprised that over half the sampled advisors identified as SGM themselves. How might the overrepresentation of SGM individuals as GSA advisors impact the way we provide resources and training to these advisors? I believe that to effectively support GSA advisors, we must understand the role that SGM identity plays in the needs, confidence, and practices of GSA advisors. The findings of this study reveal differences between SGM and non-SGM GSA advisors that should be considered in providing recommendations to these advisors. Understanding now that non-SGM advisors tend to have lower self-efficacy in their role as advisors than their SGM peers, GSA training can include a specific focus on increasing the confidence of advisors who don’t consider themselves sexual or gender minorities. Furthermore, knowing that non-SGM GSA advisors are less likely to view education, advocacy, and identity exploration as important functions of their role can inform how resources and trainings address these topics. Ultimately, the findings of this research work to paint a more detailed picture of the inner workings of GSAs, which is especially valuable due to the well-established public health and societal benefits they provide.