Citation

Robinson JP, Espelage DL. Educ. Res. (AERA) 2011; 40(7): 315-330.

Copyright

(Copyright © 2011, American Educational Research Association)

DOI

10.3102/0013189X11422112

PMID

unavailable

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. © 2011 AERA.

Language: en

Keywords

at-risk students; gay/lesbian studies; multilevel mod- eling; stress/coping