2. Is it Safer to be Gay in High School Today? Trends in Sexual Orientation Identity and Harassment in Canada

Intl J Eating Disorders

2016

157

154

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Disordered eating behaviors among transgender youth: Probability profiles from risk and protective factors

Watson

Veale

Intl J Eating Disorders

2016

157

154

“…Whereas this group tends to be neglected in many studies, a few researchers have recently addressed the uniqueness of this particular group being distinct from exclusively heterosexual and lesbian/gay/bisexual (LGB) individuals (Austin, Conron, Patel, & Freedner, 2007;Austin, Roberts, Corliss, & Molnar, 2008;Saewyc et al, 2004;Thompson & Morgan, 2008;Savin-Williams & Vrangalova, 2013). In earlier research, this group has been estimated 6% to 10%, as compared to LGB peers estimated 1% to 4% (e.g., Austin, Ziyadeh, Fisher, Kahn, Colditz, & Frazier, 2004a;Saewyc, Richens, Skay, Reis, Poon, & Murphy, 2006;Saewyc et al, 2011), and found to be at higher risk than exclusively heterosexual peers for smoking (Austin et al, 2004a), eating disorder (Austin, Ziyadeh, Kahn, Camargo, Colditz, & Field, 2004b), and sexual risk behavior (Saewyc et al, 2006).…”

mentioning

confidence: 99%

Still a target: Sexual diversity and power of caring

Konishi

School Psychology International

2013

Self Cite

This study examined the link between victimization and sexual orientation and how this link contributes to social-emotional health, extending to school-related outcomes among adolescents. Of additional interest was to explore the role of having caring adult support as a protective factor to reduce the risk for high levels of distress or enhance positive aspects of life experiences. Participants included 27,245 students (14,114 girls) in grades 7-12 in Western Canada. Results of logistic regression revealed that Lesbian/Gay/Bisexual youth who had experiences of being victimized were at greatest risk for social-emotional and school-related problems, including educational aspiration and activity engagement. Our results also showed that having caring support from parent or teacher significantly contributed to reducing the likelihood of experiencing socialemotional and educational difficulties even among victimized sexual minority students as well as heterosexual youth.

“…Factors influencing these negative health outcomes include discrimination, harassment and physical harm, lack of family and social support and internalised homophobia, which culminate in experiences of minority stress, or a unique set of stressors experienced by those on society’s margins (Chard et al 2016; Eisenberg and Resnick 2006; Ryan and Rivers 2003; Saewyc, Konishi, and Smith 2011; Snapp et al 2015). In an effort to address these issues, research has focused on what conditions serve to protect lesbian, gay, bisexual, transgender and queer groups from these negative outcomes.…”

Section: Introductionmentioning

confidence: 99%

Chasing the rainbow: lesbian, gay, bisexual, transgender and queer youth and pride semiotics

Wolowic

Heston

Culture, Health & Sexuality

et al. 2016

While the pride rainbow has been part of political and social intervention for decades, few have researched how lesbian, gay, bisexual, transgender and queer young people perceive and use the symbol. How do lesbian, gay, bisexual, transgender and queer youth who experience greater feelings of isolation and discrimination than heterosexual youth recognise and deploy the symbol? As part of a larger study on supportive lesbian, gay, bisexual, transgender and queer youth environments, we conducted 66 go-along interviews with lesbian, gay, bisexual, transgender and queer youth people from Massachusetts, Minnesota and British Columbia. During interviews, young people identified visible symbols of support, including recognition and the use of the pride rainbow. A semiotic analysis reveals that young people use the rainbow to construct meanings related to affiliation and positive feelings about themselves, different communities and their futures. Constructed and shared meanings help make the symbol a useful tool for navigating social and physical surroundings. As part of this process, however, young people also recognize that there are limits to the symbolism; it is useful for navigation but its display does not always guarantee supportive places and people. Thus, the pride rainbow connotes safety and support, but using it as a tool for navigation is a learned activity that requires caution.