Bullying and Peer Victimization of Minority Youth: Intersections of Sexual Identity and Race/Ethnicity

Abstract

BACKGROUND: Youth with multiple minority identities, such as those who are both sexual minority (eg, lesbian, gay, bisexual) and racial/ethnic minority (eg, Black, Latino) may be at increased risk for bullying and peer victimization. METHODS:Youth Risk Behavior Surveillance data (2011)(2012)(2013)(2014)(2015)(2016)(2017) were analyzed (N = 114,881; 50.8% girls; mean age = 15.7 years, SD = 0.03). We used chi-square tests and sex-stratified multiple linear regression models to examine sexual identity and racial/ethnic differences and the intersection between sexual identity and race/ethnicity across 3 forms of bullying and peer victimization, co-occurrence of traditional and electronic bullying, and any type of bullying or peer victimization. RESULTS:Sexual minority youth reported higher odds of bullying and peer victimization than heterosexual youth. White youth reported higher odds of bullying than racial/ethnic minority youth. In intersectional analyses, all sexual minority and racial/ethnic minority boys, and bisexual racial/ethnic minority girls were at higher risk for bullying and peer victimization compared to heterosexual peers of the same race/ethnicity. CONCLUSIONS:This study of a large diverse sample of youth advances our understanding of vulnerability to bullying and peer victimization among youth with multiple minority identities. This research can inform policy initiatives and interventions to prevent peer victimization of vulnerable youth. Citation: Jackman K, Kreuze EJ, Caceres BA, Schnall R. Bullying and peer victimization of minority youth: intersections of sexual identity and race/ethnicity. Joint first authors.perceived power imbalance and is generally repeated or highly likely to be repeated. 2,3 Bullying can occur in-person (ie, traditional bullying) or electronically (ie, bullying through use of technology devices and digital applications). 3 In the United States, schoolbased bullying among youth ranges from 18% to 31% 1 and electronic bullying ranges from 10% to 40%. 4 Since traditional and electronic bullying are highly

Exploration of Experiences and Perpetration of Identity-Based Bullying Among Adolescents by Race/Ethnicity and Other Marginalized Identities

“… 23 , 24 , 25 The present analysis complements recent intersectional approaches using national YRBS data to examine the prevalence of experiences of bullying among youth who identify as belonging to both racial/ethnic and sexual minority groups. 26 , 27 , 28 We extend these findings by examining the types of both experiences of IBB and IBB perpetration (eg, racial/ethnic/national origin, sexual orientation, gender identity) experienced by youth, and find higher endorsed prevalence across multiple types of IBB in using this approach.…”

Examining the experiences of students, teachers and leaders at Educate Together second-level schools

“…Student survey respondents join their ETSSs with fewer friends but end up having a comparable number of friends to the national average. Bullying rates at ETSSs are no higher than the national average, despite its more diverse student population (Jackman et al, 2020;Kavanagh et al, 2018). Current behaviour and discipline policies at ETSSs pose a few challenges for teachers and do not always seem fair to students, but they yield significant and positive results, as suggested by teachers.…”

Sexual orientation, gender identity and gender expression-based violence in Catalan universities: qualitative findings from university students and staff

“…Besides the reaction of the victims and the LGBTQI+ community, the responses from the rest of institutional agents facing the conflict are especially significant. As mapped by the research, the role of other students and peers [27], professors and staff is key when approaching the cases of LGBTQI-phobia at university, as the relationality, authority and influence is compelling [8,[20][21][22]. As the findings have shown, their availability, openness and attitude towards the LGBTQI+ community and sex and gender diversity can have an impact on the perception of classrooms and university campuses as free and safe spaces.…”

“…Secondly, it affects their academic performance, presenting a lower grade in average in comparison to hetero-cis students [26]. This difference of academic results has been analysed as an aftereffect of LGBT stigmatization creating difficulty to focus on their studies [19,27], having further consequences in their future possibilities and academic success [24]. Thirdly, these realities of LGBTphobia in HEI's promote exclusionary climates and negatively affects the cohesion and relationality of sexual minority students [22].…”