Gender minoritized students experience unique challenges in their school environments that may have consequences for their educational outcomes, including academic engagement. The goal of the current study was to understand the association between gender identity and academic engagement among adolescents attending public high schools in Paraná, Brazil (N = 10,828). In particular, student perceptions of student-teacher relationships, school rule fairness and clarity, school-wide academic engagement, and peer victimization were examined as four facilitator/barrier factors that may account for lower levels of academic engagement for gender minoritized students as compared to their cisgender peers, and these processes were tested for differences across race/ethnicity. Public high school students (ages 12–18 years) completed an in-class survey assessing their gender identities, perceptions of the school environment, and academic engagement. Gender minoritized students reported significantly lower levels of academic engagement as compared to their cisgender peers. They also reported less clear and fair school rules, lower levels of school-wide academic engagement, and higher levels of victimization. These facilitator/barrier variables partially accounted for the lower levels of academic engagement reported by gender minoritized students. No significant differences were observed for gender identity according to race/ethnicity. These findings suggest that facilitators/barriers that account for academic engagement for students in general partially explain gender identity-related disparities, and the implications for school psychologists are discussed.

性别少数的学生在学校环境中会遇到独特的挑战，这些挑战可能会对他们的教育成果产生影响，包括学术参与。本研究的目的是了解巴西巴拉那公立高中青少年性别认同与学业参与之间的关系（N = 10,828）。特别是，学生对师生关系的看法、学校规则的公平性和清晰度、全校学术参与和同伴受害被视为四个促进因素/障碍因素，这些因素可能导致性别少数群体学生的学术参与水平低于他们的顺性别同龄人，并对这些过程进行了种族/民族差异的测试。公立高中学生（12-18 岁）完成了一项课堂调查，评估他们的性别认同、对学校环境的看法和学业参与度。与顺性别同龄人相比，性别少数的学生报告的学术参与水平要低得多。他们还报告说，学校规则不太明确和公平，全校学术参与程度较低，受害程度较高。这些促进因素/障碍变量部分解释了性别少数群体学生报告的学术参与水平较低的原因。根据种族/民族，没有观察到性别认同的显着差异。这些发现表明，一般来说，学生学术参与的促进因素/障碍部分解释了与性别认同相关的差异，并讨论了对学校心理学家的影响。