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

Autor/inn/en	Robinson, Joseph P.; Espelage, Dorothy L.
Titel	Inequities in Educational and Psychological Outcomes between LGBTQ and Straight Students in Middle and High School
Quelle	In: Educational Researcher, 40 (2011) 7, S.315-330 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X11422112
Schlagwörter	Outcomes of Education; Suicide; Psychology; Identification (Psychology); Minority Groups; Social Bias; Social Attitudes; Homosexuality; At Risk Students; Victims; Peer Relationship; Attendance Patterns; High School Students; Middle School Students; Adolescents; Computer Mediated Communication; Student Attitudes; Age Differences; Developmental Stages; Wisconsin + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Selbstmord; Psychologie; Ethnische Minderheit; Social attidude; Soziale Einstellung; Homosexualität; Victim; Opfer; Peer-Beziehungen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Computerkonferenz; Schülerverhalten; Age; Difference; Age difference; Altersunterschied
Abstract	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. (Contains 9 notes, 5 tables, and 4 figures.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10