Homophobic Teasing, Psychological Outcomes, and Sexual Orientation Among High School Students: What Influence Do Parents and Schools Have?

Espelage, Dorothy L.; Aragon, Steven R.; Birkett, Michelle; Koenig, Brian W.

doi:10.1080/02796015.2008.12087894

Cited by 392 publications

(211 citation statements)

References 29 publications

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“…Our findings support minority stress theory because LGBTQ youth reported greater levels of anxiety, suicidality, and peer victimization. These results are consistent with previous research (Bontempo & D’Augelli, 2002; Espelage et al, 2008; Robinson & Espelage, 2011). Likewise, peer victimization experiences appeared to moderate the associations between sexual orientation and mental health outcomes.…”

Section: Discussionsupporting

confidence: 94%

“…Peer victimization, bullying, and other forms of youth violence are common in U.S. schools (Robers, Zhang, Morgan, & Musu-Gillette, 2015). Lesbian, gay, bisexual, questioning, and transgender youth (LGBTQ) often experience elevated levels of peer victimization when compared to their non-LGBTQ peers (D’Augelli et al, 2005; Eisenberg & Resnick, 2006; Espelage, Aragon, Birkett, & Koenig, 2008; Robinson & Espelage, 2012). According to the 2013 National School Climate Survey, including a nationally representative sample of 8,854 students in Grades 6–12 from over 3,200 school districts across the United States, 74% of lesbian, gay, bisexual, and transgender (LGBT) youth reported being verbally harassed in the past year (Kosciw, Greytak, Palmer, & Boesen, 2014).…”

mentioning

confidence: 99%

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Peer Victimization and Dating Violence Among LGBTQ Youth

Espelage

Merrin

Hatchel

2016

Youth Violence and Juvenile Justice

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This study examined the moderating role of school violence and peer victimization on the association between sexual orientation and mental health. The sample consisted of 11,794 high school students (M age ¼ 16, SD ¼ 1.23; female assigned at birth ¼ 51%; 1.8% identified as transgender) across 23 schools. Participants completed a self-report survey that assessed sexual orientation, ethnicity, gender identity, victimization experiences (e.g., peer and dating), perceptions of school violence and crime, as well as anxiety and suicidality. Multilevel analyses indicated that lesbian, gay, bisexual, questioning, and transgender (LGBTQ) individuals with lower rates of victimization had significantly lower rates of suicidality compared to LGBTQ individuals with higher rates of victimization. LGBTQ individuals in schools with high student perceptions of school violence and crime had higher suicidality than their non-LGBTQ counterparts. LGBTQ youth in schools with lower school violence and crime levels had lower rates of suicidality than their non-LGBTQ counterparts. Interventions need to consider multiple forms of victimization and school environment as potential risk and protective factors for LGBTQ youth.

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Section: Discussionsupporting

confidence: 94%

mentioning

confidence: 99%

Peer Victimization and Dating Violence Among LGBTQ Youth

Espelage

Merrin

Hatchel

2016

Youth Violence and Juvenile Justice

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“…In adolescence, SGM youth may face challenges that are related to their identity (The Lancet, 2011; Bregman et al, 2013). They may face victimisation and bullying (Espelage et al 2008;Huebner et al, 2015;Kosciw et al, 2015), as well as negative attitudes from peers and family (Bregman et al, 2013;Kosciw et al, 2015;Katz-wise et al, 2016;Puckett et al, 2017). To be able to face these challenges, SGM youth may benefit from the support of various professionals including health professionals (Reynolds, 2011).…”

Section: Introductionmentioning

confidence: 99%

Encountering sexual and gender minority youth in healthcare: an integrative review

Laiti

Pakarinen

Parisod

et al. 2019

Prim Health Care Res Dev

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AimTo describe the encounters with sexual and gender minority (SGM) youth in healthcare based on the existing research.BackgroundThe development of sexual orientation and gender identity can create challenges in an SGM youth’s life, and they may need support from health professionals. Heteronormativity has been recognised as a barrier to the identification of diversity in sexuality and gender, and no previous literature review has studied heteronormativity thoroughly.MethodsAn integrative review following Whittemore and Knafl was conducted. A literature search was systematically undertaken in six databases (PubMed/MEDLINE, CINAHL, Cochrane Library, PsycINFO, Eric, and Academic Search Premier). Finally, 18 research articles were included. Data were analysed deductively with the theoretical framework from Stevi Jackson’s (2006) article to understand the role of heteronormativity in the healthcare of SGM youth.FindingsThe encounters with SGM youth consisted of two simultaneous themes. Heteronormative care included three elements: (1) the effect of heteronormativity on health professionals’ competence to work with SGM youth, (2) false assumptions about SGM youth, and (3) the influence of heteronormativity on encounters with SGM youth. Diversity-affirming care included two elements: (4) the considerateness of health professionals towards SGM youth and (5) inclusive care of SGM youth.ConclusionThis review summarised how SGM youth were encountered in healthcare and how heteronormativity was affecting their healthcare. Furthermore, this review identified elements that supported diversity-affirming care. With diversity-affirming care, SGM youth may access the information and support they need from healthcare. Further research is needed about how diversity-affirming care can be applied to the healthcare of SGM youth and how elements of heteronormative care are occurring globally in the healthcare of SGM youth. The perceptions of transgender and other gender minority youth were under-represented in the studies and research needs to focus more on how they are encountered in healthcare.

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“…Although some literature has shed light on the experiences of SMY in schools and their experiences of bullying overall (Birkett et al, 2009; Espelage, Aragon, Birkett, & Koenig, 2008; Fedewa & Ahn, 2011), less is known about differences between male and female SMY related to the school environment. Given this, the primary aim of this report was to explore school environment measures within a group of SMY.…”

mentioning

confidence: 99%

Sex Differences in School Safety and Bullying Experiences Among Sexual Minority Youth

Rose

Sheremenko

Rasberry

et al. 2018

The Journal of School Nursing

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Schools play an integral role in creating safe, supportive environments for students, especially for sexual minority youth (SMY). Using 2016 questionnaire data from seven high schools in a Florida school district, we obtained a sample of 1,364 SMY. Logistic regressions controlling for sex (as applicable), age, grade, race/ethnicity, and school explored differences between SMY and nonsexual minority youth (non-SMY). Sex differences related to school environment perceptions and experiences related to safety, bullying, and hearing homophobic remarks were also explored. SMY were more likely than non-SMY to report several negative school environment perceptions and experiences. Where differences existed within SMY, male SMY were more likely than female SMY to have missed school in the past 30 days (odds ratio [ OR] = 1.66, p = .03), report avoiding spaces at school due to safety concerns ( OR = 1.38, p = .02), and report hearing homophobic remarks from teachers ( OR = 2.00, p = .01). Implications for school nursing are discussed.

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Homophobic Teasing, Psychological Outcomes, and Sexual Orientation Among High School Students: What Influence Do Parents and Schools Have?

Cited by 392 publications

References 29 publications

Peer Victimization and Dating Violence Among LGBTQ Youth

Peer Victimization and Dating Violence Among LGBTQ Youth

Encountering sexual and gender minority youth in healthcare: an integrative review

Sex Differences in School Safety and Bullying Experiences Among Sexual Minority Youth

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