Inequities in Educational and Psychological Outcomes Between LGBTQ and Straight Students in Middle and High School

Dados Bibliográficos

ID9733823
AutoresJoseph P Robinson (0000-0001-7699-2104, autor correspondente), Dorothy L Espelage, Dorothy Espelage (0000-0003-0658-2067, University of Illinois Urbana-Champaign)
Ano2011
Volume40
Fascículo7
Páginas315-330
Data de publicação2011-10-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducational Researcher (JOURNAL)
Identificadores do periódicoISSN: 0013-189X • E-ISSN: 1935-102X
EditoraAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x11422112
OpenAlexW2055040700
IdiomaEN
Citações recebidas111
Referências citadas45

This study finds that, compared with straight-identified youth, youth who identify as lesbian, gay, bisexual, transgender, or questioning (LGBTQ) are at greater risk of suicidal thoughts, suicide attempts, victimization by peers, and elevated levels of unexcused absences from school. Results disaggregated by LGBTQ subgroups reveal heterogeneity within the broad LGBTQ group, with bisexual youth appearing to be particularly at risk. Also, although the risk gaps in school belongingness and unexcused absences are significant in high school, we find that these gaps are significantly greater in middle school, suggesting heightened early risk for LGBTQ-identified students. By raising awareness of educational inequities related to LGBTQ identification, this study lays the descriptive groundwork for interventions aimed at improving psychological and educational outcomes for these students

At-risk students · Belongingness · Developmental psychology · Lesbian · Pedagogy · Psychiatry · Psychological intervention · Transgender · Clinical Psychology · LGBTQ Health, Identity, and Policy · Psychology · Sexuality, Behavior, and Technology · Social Psychology