ABSTRACT
Students’ sexual and gender identities affect school experiences. The social landscape for Lesbian Gay Bisexual Transgender and Queer (LGBTQ) students affects their bullying and school belonging. LGBTQ students experiencing harassment and low school belonging may utilize different social goals, such as appearing socially competent or having cool goals in schools where they do not feel social connections with peers and teachers. Currently understudied is whether LGBTQ students’ use specific social goals to help diminish marginalization in school. In addition, the literature is unclear how LGBTQ students use social goals to avoid harassment in school.
