Exploring the Intersections of Disability, Race, and Gender on Student Outcomes in High School

Forber‐Pratt, Anjali J.; Merrin, Gabriel J.; Espelage, Dorothy L.

doi:10.1177/0741932520941201

Cited by 21 publications

(14 citation statements)

References 38 publications

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“…Reports show that 14% of all students in the United States have a disability. It is important to note that data collected for the reports ignore those with documented disabilities who do not require modifications or accommodations (Forber-Pratt, Merrin, & Espelage, 2020). Also absent from the data are the innumerable students who have not yet identified or acquired their disability.…”

Section: Introductionmentioning

confidence: 99%

Exploring disability identity with adolescents.

Forber‐Pratt¹,

Minotti²,

Burdick³

et al. 2021

Rehabilitation Psychology

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Purpose/Objective: The purpose of this study was to qualitatively explore how adolescents conceptualize disability identity and what factors may influence adolescent disability identity development.Research Method/Design: These data were collected through semistructured in-depth interviews with 24 middle and high school adolescents with disabilities. The participants had a wide range of disabilities, including physical disabilities, learning disabilities, ADHD, Autism, and others. Analyses started with Hamilton's Rapid Assessment Process followed by identifying structural and in vivo codes using a computer-assisted qualitative data analysis tool to allow for multiple coders and memo writing across the research team. Results: The results indicate that adolescents are undergoing a heterogeneous and complex process to develop their disability identity. Additionally, the salience of the participants' disability identity often varied depending on the environmental context. Furthermore, social connections to peers with and without disabilities played an important role in the development of many participants' disability identities. Conclusions/Implications: These findings suggest that adolescents with disabilities are engaging in a multifaceted meaning-making process to develop a sense of disability identity. Rehabilitation Psychologists and other practitioners can support disabled adolescents by helping them to discuss and develop a positive disability identity. Furthermore, practitioners can help disabled adolescents successfully develop their disability identity in a variety of different settings and contexts. Impact and ImplicationsThis study empirically investigates adolescent disability identity development. Results suggest that disability identity is a salient identity for adolescents. Yet, disabled adolescents seem to still grapple with this identity, and it appears to be more salient in certain contexts and with certain types of peers than with others. Adolescents were excited to share their disability story, and by encouraging these conversations, this will help to make disability identity a valued form of diversity. Rehabilitation psychologists are well-positioned to engage in these conversations with disabled adolescents and to potentially be liaisons between the adolescent and their school psychology team. Furthermore, this work has important implications for providing a knowledge basis to allow for the future building of targeted interventions and therapeutic techniques to help support and positively impact the development of disability identity with adolescents.

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Section: Introductionmentioning

confidence: 99%

Exploring disability identity with adolescents.

Forber‐Pratt¹,

Minotti²,

Burdick³

et al. 2021

Rehabilitation Psychology

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“…When discussing minority stress in people with disabilities, it is vital to recognize that disability does not exist in a vacuum and that it intersects with other aspects of identity, especially when people hold multiple marginalized identities (Levine & Breshears, 2019; Lund et al, 2017). For example, both disability status and sexual minority status were found to be associated with increased rates of suicidality and peer victimization in a national sample of American youth (Forber-Pratt et al, 2020). Similarly, another study found that disabled youth who were also sexual minorities were more likely to report suicidality than youth who did not share both of these identities (King et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Examining the potential applicability of the minority stress model for explaining suicidality in individuals with disabilities.

Lund¹

2021

Rehabilitation Psychology

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Purpose/Objective: The purpose of this conceptual article is to discuss the minority stress model and its potential applicability as a model for examining the higher rates of suicidality in people with disabilities. Method: This conceptual article is based in the empirical literature on the minority stress model and the literature exploring the experiences of both proximal (e.g., internalized stigma, self-concealment) and distal (e.g., harassment, violence, and discrimination) minority stress among people with disabilities. It also draws from the literature on suicidality and disability. Results: After establishing the higher rates of suicidality among people with disabilities as evidenced in the existing literature and discussing our gaps in the knowledge about the factors that drive this phenomenon, I discuss the minority stress model, which posits that elevated rates of suicidality among individuals with disabilities can be explained by a combination of proximal and distal stressors related to one's marginalized status. I then discuss the ways in which this model could be applied to suicidality and psychological distress in individuals with disabilities, drawing on research that establishes that they experience these proximal and distal stressors at high rates. Conclusions: The minority stress model is potentially useful for conceptualizing the higher rates of suicidality among people with disabilities, both alone and in conjunction with other models of suicide, in a manner that addresses disability justice and the experiences and effects of chronic, pervasive marginalization. Recommendations for research, and policy, including strategies for addressing both internalized ableism and disability-related discrimination and harassment, are provided. Impact and ImplicationsThis article discusses the potential usefulness of the minority stress model-which links higher rates of psychological distress among members of minority groups to their ongoing experiences of harassment, discrimination and self-stigma-in thinking about, studying, and intervening with the higher rates of suicidality among people with disabilities. Individual and systemic interventions can reduce minority stress by addressing both interpersonal and systemic ableism, validating the chronic stress that minority stressors create for disabled people, and giving clients tools to cope with the lived experience of ableism and any resulting psychological distress.

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“…Bullying victimization manifests in several socio-emotional facets of a student's life. When explicitly assessing the psychological consequences caused by bullying, bullying victimization can lead to anxiety, depression, self-harm, and suicidal ideation (Forber-Pratt et. a., 2021;Halliday et al, 2021).…”

Section: Consequences Of Bullying Victimizationmentioning

confidence: 99%

“…The U.S. Department of Justice (2015) estimates approximately 5.0 million bullying cases filed among students 12 and older during the 2013 to 2014 school year. Studies show middle school and high school students who have disabilities are more vulnerable to victimization from bullying than other marginalized or minority student populations (Forber-Pratt et al, 2021;Rose et al, 2015). Several past studies indicate being a victim of bullying can have severe emotional and psychological consequences that impact students' relationships with their family and friends, as well as lead to anxiety, depression, and poor academic outcomes (Halliday et al, 2021;Nocentini et al, 2019).…”

mentioning

confidence: 99%

Using Athletics to Mitigate the Negative Relational Outcomes Bullying Has On Youth with Disabilities

Bills

Mills²

2023

SSWJ

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Studies have demonstrated that middle and high school students with disabilities are more likely to experience bullying than other student groups. The high rates of bullying victimization observed among youth with disabilities can result in severe socio-emotional consequences. These socio-emotional consequences often manifest in detrimental impacts on the students’ personal relationships. Past studies have indicated that participating in extracurricular athletic activities can have several socio-emotional benefits for students with disabilities. Given the findings of past studies demonstrating the positive relationship between mental health and participation in sports among students with disabilities, it is possible that participating in athletics could have a moderating relationship on the severity of the impact that bullying has on a student’s relationships with family and friends. Using the National Crime Victimization Survey/School Crime Supplement (NCVS/SCS), this study employs an ordinal logistic regression to determine if participation in extracurricular athletic activities mitigates the damaging impact bullying has on the personal relationships with friends and family among students who have disabilities. This study identified statistically significant results suggesting that students with disabilities who participate in athletics reported reduced levels of negative personal relationships resulting from bullying compared to their peers who did not participate in athletics.

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Exploring the Intersections of Disability, Race, and Gender on Student Outcomes in High School

Cited by 21 publications

References 38 publications

Exploring disability identity with adolescents.

Exploring disability identity with adolescents.

Examining the potential applicability of the minority stress model for explaining suicidality in individuals with disabilities.

Using Athletics to Mitigate the Negative Relational Outcomes Bullying Has On Youth with Disabilities

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