Exploring the intersection of gender identity and homoparental family structure: Implications for educational, family and personal well‐being in Spanish students

IF 2.6 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

British Journal of Developmental Psychology Pub Date : 2024-04-18 DOI:10.1111/bjdp.12488

Álvaro Marchesi‐Ullastres, Eva María Pérez‐García, Ricardo Lucena‐Ferrero, Javier Martín‐Babarro

{"title":"Exploring the intersection of gender identity and homoparental family structure: Implications for educational, family and personal well‐being in Spanish students","authors":"Álvaro Marchesi‐Ullastres, Eva María Pérez‐García, Ricardo Lucena‐Ferrero, Javier Martín‐Babarro","doi":"10.1111/bjdp.12488","DOIUrl":null,"url":null,"abstract":"This study explores the relationship among self‐perceived gender, family type (heteroparental or homoparental) and socioeconomic factors concerning various educational, family and personal well‐being domains. The data are derived from a large sample of 69,088 students from 465 schools (65% public; 35% private or semi‐private) in Spain. Five separate multi‐level generalized mixed (logistic or linear) regression models were calculated. Key findings include that non‐binary students from homoparental families reported lower evaluations in multiple dimensions, suggesting the need for additional support. Likewise, students from homoparental families exhibited lower personal well‐being and family relationship assessments, possibly due to perceived social stigmatization and peer bullying. This study sheds light on the complexities of gender identity and family type in educational settings, emphasizing the importance of addressing these issues for students' well‐being and academic success.","PeriodicalId":51418,"journal":{"name":"British Journal of Developmental Psychology","volume":"8 1","pages":""},"PeriodicalIF":2.6000,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Developmental Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1111/bjdp.12488","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}

引用次数: 0

Abstract

This study explores the relationship among self‐perceived gender, family type (heteroparental or homoparental) and socioeconomic factors concerning various educational, family and personal well‐being domains. The data are derived from a large sample of 69,088 students from 465 schools (65% public; 35% private or semi‐private) in Spain. Five separate multi‐level generalized mixed (logistic or linear) regression models were calculated. Key findings include that non‐binary students from homoparental families reported lower evaluations in multiple dimensions, suggesting the need for additional support. Likewise, students from homoparental families exhibited lower personal well‐being and family relationship assessments, possibly due to perceived social stigmatization and peer bullying. This study sheds light on the complexities of gender identity and family type in educational settings, emphasizing the importance of addressing these issues for students' well‐being and academic success.

查看原文本刊更多论文

探索性别认同与同父异母家庭结构的交集：对西班牙学生的教育、家庭和个人福祉的影响

本研究探讨了自我认知的性别、家庭类型（异性父母或同性父母）和社会经济因素之间在教育、家庭和个人幸福各方面的关系。数据来自西班牙 465 所学校（65% 为公立学校；35% 为私立或半私立学校）的 69 088 名学生的大样本。研究计算了五个独立的多层次广义混合（逻辑或线性）回归模型。主要发现包括：来自同父异母家庭的非二元学生在多个方面的评价较低，这表明他们需要额外的支持。同样，来自同父异母家庭的学生在个人幸福感和家庭关系方面的评价也较低，这可能是由于他们感受到了社会鄙视和同伴欺凌。这项研究揭示了教育环境中性别认同和家庭类型的复杂性，强调了解决这些问题对学生幸福和学业成功的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

British Journal of Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： The British Journal of Developmental Psychology publishes full-length, empirical, conceptual, review and discussion papers, as well as brief reports, in all of the following areas: - motor, perceptual, cognitive, social and emotional development in infancy; - social, emotional and personality development in childhood, adolescence and adulthood; - cognitive and socio-cognitive development in childhood, adolescence and adulthood, including the development of language, mathematics, theory of mind, drawings, spatial cognition, biological and societal understanding; - atypical development, including developmental disorders, learning difficulties/disabilities and sensory impairments;