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

2020 ◽  
pp. 074193252094120
Author(s):  
Anjali J. Forber-Pratt ◽  
Gabriel J. Merrin ◽  
Dorothy L. Espelage
Keyword(s):  
High School ◽  
High School Students ◽  
Sexual Orientation ◽  
Suicidal Ideation ◽  
Peer Victimization ◽  
School Connectedness ◽  
Self Report ◽  
School Students ◽  
Race And Gender ◽  
And Gender

This study explored the intersections of disability, race, sexual orientation, and gender on peer victimization, suicidal ideation, and school connectedness. Participants were 11,353 high school students aged 14 to 18 years ( MD =15.88, SD = 1.20). Of these individuals, 1,640 students self-identified as either having an Individualized Education Program (IEP) or as having a disability. Students completed online self-report measures. Results indicated that having a disability or identifying as lesbian, gay, bisexual, or questioning (LGBQ) was associated with higher odds of suicidal ideation, higher levels of peer victimization, and lower levels of school connectedness across several racial categories. Moderation analyses examined the intersection of various identities. Findings indicate that differences exist among the intersection of disability, race, sexual orientation, and gender identities in relation to the outcomes of interest.

Suicidality and Intersectionality Among Students Identifying as Nonheterosexual and With a Disability

2017 ◽  
Vol 84 (2) ◽  
pp. 141-158 ◽  
Author(s):  
Matthew T. King ◽  
Gabriel J. Merrin ◽  
Dorothy L. Espelage ◽  
Nickholas J. Grant ◽  
Kristen L. Bub
Keyword(s):  
High School ◽  
High School Students ◽  
Suicidal Ideation ◽  
Students With Disabilities ◽  
Peer Victimization ◽  
School Connectedness ◽  
Multiple Identities ◽  
School Students ◽  
School Based ◽  
Suicide Prevention Programs

Research about students with disabilities and students identifying as LGBQ (lesbian, gay, bisexual, or questioning) reveals that both populations report more suicidality and peer victimization and less school connectedness than do their peers. No study has previously examined the intersection of these identities with regard to peer victimization, school connectedness, and suicidality. Using a sample of 11,364 high school students, we examined the relationships among these identities, peer victimization, and school connectedness with suicidal ideation. Compared with their peers without either identity, students identifying with one of these identities reported higher levels of suicidal ideation. School connectedness and peer victimization each moderated the association between identity and suicidal ideation. In addition, students who were victimized more than their peers and who identified both with a disability and as LGBQ ( n = 250) reported the highest levels of suicidal ideation. School-based victimization and suicide prevention programs should consider students’ multiple identities.

scholarly journals Emerging Adulthood: An Intersectional Examination of the Changing Life Course

2019 ◽  
Vol 15 (4) ◽  
pp. 14-33
Author(s):  
Shauna A. Morimoto
Keyword(s):  
High School ◽  
High School Students ◽  
Emerging Adulthood ◽  
Life Course ◽  
School Students ◽  
Identity Exploration ◽  
Race And Gender ◽  
Adult World ◽  
And Gender ◽  
The Life Course

This article draws on qualitative data of U.S. high school students considering their place in the adult world; the purpose is to investigate Jeffrey Arnett’s (2000) concept of “emerging adulthood” as a new stage of life course. Drawing on interviews and observational data collected around the time when Arnett’s notion of emerging adulthood started to take hold, I use intersectional interpretive lens in order to highlight how race and gender construct emerging adulthood as high school students move out of adolescence. I consider Arnett’s thesis twofold. First, when emerging adulthood is examined intersectionally, young people reveal that – rather than being distinct periods that can simply be prolonged, delayed, or even reached – life stages are fluid and constantly in flux. Second, since efforts to mitigate against uncertain futures characterizes the Millennial generation, I argue that the process of guarding against uncertainty reorders, questions or reconfigures the characteristics and stages that conventionally serve as markers of life course. I conclude that the identity exploration, indecision, and insecurity associated with emerging adulthood can also be understood as related to how the youth reveal and reshape the life course intersectionally.

Peer Victimization and Dating Violence Among LGBTQ Youth

2016 ◽  
Vol 16 (2) ◽  
pp. 156-173 ◽  
Author(s):  
Dorothy L. Espelage ◽  
Gabriel J. Merrin ◽  
Tyler Hatchel
Keyword(s):  
High School Students ◽  
Sexual Orientation ◽  
School Violence ◽  
Peer Victimization ◽  
Student Perceptions ◽  
School Environment ◽  
Self Report ◽  
School Students ◽  
Lgbtq Youth ◽  
Perceptions Of School

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 ( Mage = 16, SD = 1.23; female assigned at birth = 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.

scholarly journals Race and Gender Differences of Body Physique and Self-Esteem in High School Students

2007 ◽  
Vol 5 (4) ◽  
pp. 92-96 ◽  
Author(s):  
Jill E. Bennett ◽  
Steven F. Philipp ◽  
Petra B. Schuler ◽  
Jane L. P. Roy
Keyword(s):  
High School ◽  
Gender Differences ◽  
High School Students ◽  
Public Schools ◽  
Self Esteem ◽  
African American Females ◽  
School Students ◽  
Race And Gender ◽  
Males And Females ◽  
And Gender

This study investigated race and gender differences of body physique and self-esteem in high school students (N = 754, mean age = 16.5 + 1.2 yr) attending public schools. Participants completed a five part body physique questionnaire where responses were based on a set of nine figure silhouette drawings and a five part self esteem questionniare. African American females reported significantly larger body physique preferences when compared to their Caucasian counterparts (p0.05). African American’s (males and females) scored significantly higher on the self-esteem assessment than their Caucasian counterparts. These findings suggest that there might be important race and gender differences on various aspects of body physique and self-esteem in high school students.

scholarly journals Evaluating a short-form Five Facet Mindfulness Questionnaire in adolescents: Evidence for a four-factor structure and invariance by time, age, and gender

2019 ◽  
Vol 44 (1) ◽  
pp. 20-30 ◽  
Author(s):  
Hiba Abujaradeh ◽  
Blake A. Colaianne ◽  
Robert W. Roeser ◽  
Eli Tsukayama ◽  
Brian M. Galla
Keyword(s):  
High School ◽  
High School Students ◽  
Short Form ◽  
Reliability And Validity ◽  
Well Being ◽  
Self Report ◽  
Five Facet Mindfulness Questionnaire ◽  
School Students ◽  
Psychological Well Being ◽  
And Gender

Little is known about whether a widely used mindfulness measure in adults—the Five Facet Mindfulness Questionnaire (FFMQ)—is also reliable and valid in adolescents. The current study evaluated the psychometric properties of a 20-item short-form FFMQ in a sample of 599 high school students ( M age = 16.3 years; 49% female) living in the U.S. Students completed the FFMQ and a battery of self-report questionnaires assessing aspects of psychological well-being and social skills 3 times over the course of one academic year. Confirmatory factor analysis indicated that a modified four-factor hierarchical model (excluding the Observe subscale and 1 item from the Describe subscale) best fit the data. This four-factor, hierarchical FFMQ demonstrated evidence of measurement invariance across time, gender, and grade level. Reliabilities for the FFMQ total score and its subscales ranged from .61 to .88. The FFMQ total score, and its subscales (excluding Observe), demonstrated evidence of convergent (e.g., with self-compassion) and discriminant (e.g., with social perspective taking skills) validity. Finally, the FFMQ total score and Act with Awareness, Nonjudgment, and Nonreactivity subscales demonstrated evidence of incremental predictive validity for cross-time changes in psychological well-being outcomes (e.g., perceived stress). Overall, results provide preliminary support for the reliability and validity of a short-form FFMQ for use in high-school-age adolescents.

Binge Drinking and Educational Participation among Youth in the COMPASS Host Study (Year 5: 2016/2017): School Connectedness and Flourishing as Compensatory Factors

2020 ◽  
Vol 12 (3) ◽  
pp. 55-77
Author(s):  
Simone D. Holligan ◽  
Wei Qian ◽  
Margaret De Groh ◽  
Ying Jiang ◽  
Karen A. Patte ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Binge Drinking ◽  
School Connectedness ◽  
Educational Goals ◽  
School Students ◽  
Educational Participation ◽  
School Year ◽  
Canadian Youth ◽  
Reported Data

The current study investigated resilience factors influencing the associations between binge drinking and measures of educational participation among Canadian youth. Self-reported data were collected during the 2016/2017 school year from 5238 students in Grades 9 through 12 (2744 females, 2494 males) attending 14 secondary schools in Ontario and British Columbia as part of the COMPASS study. Logistic regression analyses were conducted to determine relationships between binge drinking, school connectedness and flourishing on measures of educational participation. Binge drinking was associated with increased likelihood of skipping classes, going to class without completing homework, lower Math and English scores, and having educational and/or training expectations and aspirations beyond high school only. Decreased flourishing was linked to increased likelihood of going to class with incomplete homework, lower Math and English scores, and decreased likelihood of aspiring and expecting to achieve education and/or training beyond high school only. Increased school connectedness was associated with decreased likelihood of skipping classes and going to class with incomplete homework, higher Math and English scores, and increased the likelihood of aspiring to and expecting to achieve education and/or training beyond high school only. Lower flourishing was additive in its effect on current binge drinking in negatively impacting class attendance and homework completion and academic performance, while higher school connectedness was compensatory in its effect on these outcomes. This study suggests that, for high school students who are susceptible to binge drinking, those who are more connected to school and have a higher sense of wellbeing can maintain active participation in school and achieve their educational goals.

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