“I Just Want to Be Myself”: Adolescents With Disabilities Who Identify as a Sexual or Gender Minority

Kahn, Laurie Gutmann; Lindstrom, Lauren

doi:10.1080/00131725.2015.1068416

Cited by 32 publications

(13 citation statements)

References 23 publications

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“…Previous research emphasizes the importance of school-level factors such as perceived school safety and positive climate in protecting against negative effects of bias-based victimization (Gower et al 2018a, b;McGuire et al 2010). Yet LGBQ youth who also identify as having a disability, are students of color, or who are perceived to have nonconforming gender presentation may have different experiences of these contextual protective factors, or in fact, face disciplinary action or school pushout (Day et al 2018;Kahn and Lindstrom 2015;McGuire et al 2010;Snapp et al 2015). Specifically, these studies point to the role of school adultsteachers, counselors, school staff, administrators-in reinforcing intersecting systems of oppression such as heterosexism, cis-sexism, racism, and able-ism, in the context of bias-based bullying in schools.…”

Section: Resultsmentioning

confidence: 99%

“…Qualitative research examining multiple forms of biasbased bullying among LGBQ youth demonstrates the complexity of these experiences. Kahn and Lindstrom (2015) conducted qualitative interviews with youth who identify as queer and have a disability, finding that the lived experience of both forms of stigma was interrelated. For some youth, responding to victimization by peers because of their sexual orientation and/or disability was further complicated by their disabilities, particularly for youth with autism spectrum disorder and anxiety.…”

Section: Bias-based Bullying Victimization Among Lgbq Youthmentioning

confidence: 99%

“…However, bullying prevention efforts often focus on general, rather than bias-based, bullying (Earnshaw et al 2018;Shetgiri et al 2015), and those efforts that do target bias-based bullying tend to focus on a single type (e.g., heterosexist victimization alone), rather than targeting overlapping bias-based bullying (Earnshaw et al 2018). Yet, the reality is that LGBQ youth may simultaneously experience other types, including racist, cis-sexist, and able-ist bullying (Bucchianeri et al 2016;Gower et al 2018b;Kahn and Lindstrom 2015). Informed by the intersectionality theory, which highlights the interconnection and co-construction of multiple oppressive systems (Crenshaw 1991), this study describes how multiple forms of bias-based bullying victimization overlap among LGBQ youth.…”

mentioning

confidence: 98%

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Intersections Between Multiple Forms of Bias-Based Bullying Among Lesbian, Gay, Bisexual, and Queer Youth

Shramko

Gower

McMorris

et al. 2019

Int Journal of Bullying Prevention

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Lesbian, gay, bisexual, and queer (LGBQ) youth experience more heterosexist bullying victimization than their straight peers, which contributes to mental health disparities. However, LGBQ youth may simultaneously experience other types of bias-based bullying (e.g., racist, cis-sexist, and able-ist bullying). Informed by intersectionality theory, this study describes intersections of LGBQ students' experiences of multiple forms of bias-based bullying and explores demographic correlates of individual types and typologies of bias-based bullying. This study uses 2016 state-wide survey data from 9th and 11th grade students in Minnesota schools. The analytic sample was limited to students who reported a LGBQ sexual orientation and responded to bullying items (N = 8313). Typology indicators were six items assessing bias-based bullying in the previous 30 days (race, gender, gender expression, sexual orientation, ability, weight). Covariates (age, sexual orientation, assigned sex, gender identity, race, perceived gender presentation, individualized education program (IEP), weight status) also predicted class membership. A latent class analysis (LCA) was conducted, and the three-class model was best fitting, with classes characterized by high levels of all types of bias-based bullying (6.3%), gender expression and sexual orientation bullying (35.2%), and low levels of bias-based bullying (58.4%).LGBQ youth who also identified as transgender or gender diverse, had an IEP, reported perceived nonconforming gender presentation, and youth of color were more likely to belong to the multiple bias-based bullying typology. Future work should leverage an intersectional lens to design multilevel interventions and strategies to prevent bias-based bullying that attend to broader issues of stigma within school systems.

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Section: Resultsmentioning

confidence: 99%

Section: Bias-based Bullying Victimization Among Lgbq Youthmentioning

confidence: 99%

mentioning

confidence: 98%

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Intersections Between Multiple Forms of Bias-Based Bullying Among Lesbian, Gay, Bisexual, and Queer Youth

Shramko

Gower

McMorris

et al. 2019

Int Journal of Bullying Prevention

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“…Trans representation in the classroom sends pupils a message that teachers support them, that they have a right to be safe in school (Kosciw et al, 2012;Peter et al, 2016), that they are not alone (Miller et al, 2018). A trans-affirmative curricula builds a more supportive, welcoming school climate (Peter et al, 2016;Martino and Cumming-Potvin, 2017), and improves well-being of trans pupils (Greytak et al, 2013;Kahn and Lindstrom, 2015).…”

Section: From School Panic To Affirmation and Representationmentioning

confidence: 99%

Thriving or Surviving? Raising Our Ambition for Trans Children in Primary and Secondary Schools

Horton

2020

Front. Sociol.

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As more trans children find the confidence to make themselves known in our primary and secondary schools, school teachers and administrators look for guidance on how to best support trans pupils. This article synthesises findings from global literature on trans children in primary and secondary education (K1-12 in the US), extracting key themes and conclusions. It then examines the most recent UK school guidance documents on trans inclusion, assessing which lessons and recommendations from global literature are represented. The article highlights existing good practices in visibility and representation and in protection from violence and harassment. Several areas where additional effort is needed are identified, including action on environmental stress and cisnormativity, addressing barriers to school trans-inclusivity and institutional accountability. A number of important shifts are called for: from adaptation on request to pre-emptive change; from accommodation to a rights-based approach; from pathologisation to trans-positivity. Finally, the article raises expectations on what it means to be an ally for trans children in education.

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“…Studies have also shown that having more friends and a greater sense of social connection to their school often leads to a decreased likelihood of being a victim of bullying (Bradshaw, Waasdorp, Debnam, & Johnson, 2014). Given the potential social benefits of extracurricular activities that prevent bullying victimization (Brooks et al, 2014;Montie& Abery, 2011;Kahn & Lindstrom, 2015;Bills, 2019), it is possible that participating in extracurricular activities may directly decrease the number of times a student with a disability experiences bullying victimization.…”

mentioning

confidence: 99%

Defeating School Bullying: Exploring how Athletic and Non-Athletic Activities Impact Bullying Rates Experienced among Students with Special Needs

Bills¹

2019

JSWHR

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Past studies have indicated students who have disabilities are at a higher risk of experiencing bullying victimization in comparison to other student groups. Extracurricular activity participation has shown to establish better social outcomes for students. These positive social outcomes indirectly decrease the amount of times a student is bullied. The following study uses the National Crime Victimization Survey-School Crime Supplement (NCVS/SCS) to analyze the bullying occurrence rates experienced among students, with disabilities being a focal variable. To explore the relationship between extracurricular involvement and bullying occurrence rates, this study employs a binary logistic regression to determine if athletic and nonathletic extracurricular activities have an impact on the number of times a student with disabilities experiences bullying. Implications for future social welfare practice and research are discussed.

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“I Just Want to Be Myself”: Adolescents With Disabilities Who Identify as a Sexual or Gender Minority

Cited by 32 publications

References 23 publications

Intersections Between Multiple Forms of Bias-Based Bullying Among Lesbian, Gay, Bisexual, and Queer Youth

Intersections Between Multiple Forms of Bias-Based Bullying Among Lesbian, Gay, Bisexual, and Queer Youth

Thriving or Surviving? Raising Our Ambition for Trans Children in Primary and Secondary Schools

Defeating School Bullying: Exploring how Athletic and Non-Athletic Activities Impact Bullying Rates Experienced among Students with Special Needs

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