Promoting the School Success of Sexually and Gender Diverse Youth: Assessing the Role of Academic Competence

Grants and Contracts Details

Description

Abstract Social justice, equity, diversity, and inclusion are essential for the practice of school psychology, as evidenced by their inclusion as a strategic goal of the National Association of School Psychologists (NASP, 2021), as a domain of the NASP practice model (NASP, 2020a), and as a guiding principle (I.3) of the NASP Principles for Professional Ethics (2020b). This work includes cultivating welcoming and equitable school climates in which discriminatory practices are corrected and ensuring that equal access and opportunities are provided to all students. In addition, school psychologists are called upon to conduct responsible, valid, and fair assessments (Standard II.3.8; NASP, 2020b). This study addresses NASP’s strategic goal and professional standards through intentional inclusion of youth who identify as sexually and/or gender diverse (SGD) in both the assessment validation process and in the study of academic competence. The purpose of this study is two-fold: (1) validate the second edition of the Academic Competence Evaluation Scales (ACES-2) with a sample of SGD adolescents and (2) examine the role of academic enablers as potential mediators for promoting SGD youth academic outcomes. The ACES-2 is a rating scale to assess the academic competence (i.e., academic skills and academic enablers) of K–12 students, and it is undergoing restandardization in Spring 2024 (IES Grant #R305A200134).
StatusActive
Effective start/end date7/1/244/30/26

Funding

  • National Association of School Psychologists: $9,855.00

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