TY - JOUR
T1 - Exploring the Intersections of Disability, Race, and Gender on Student Outcomes in High School
AU - Forber-Pratt, Anjali J.
AU - Merrin, Gabriel J.
AU - Espelage, Dorothy L.
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by a Southeastern Conference (SEC) visiting faculty travel grant awarded to Dr. Anjali Forber-Pratt
Publisher Copyright:
© Hammill Institute on Disabilities 2020.
PY - 2021/10
Y1 - 2021/10
N2 - 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 ages 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.
AB - 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 ages 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.
KW - diversity
KW - exceptionalities
KW - multicultural issues
KW - quantitative
KW - research methodology
KW - social skills
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U2 - 10.1177/0741932520941201
DO - 10.1177/0741932520941201
M3 - Article
AN - SCOPUS:85087827790
SN - 0741-9325
VL - 42
SP - 290
EP - 303
JO - Remedial and Special Education
JF - Remedial and Special Education
IS - 5
ER -