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

被引：14

作者：

Forber-Pratt, Anjali J. ^{[1
]}

Merrin, Gabriel J. ^{[2
]}

Espelage, Dorothy L. ^{[3
]}

机构：

[1] Vanderbilt Univ, Nashville, TN 37203 USA

[2] Texas Tech Univ, Lubbock, TX 79409 USA

[3] Univ North Carolina Chapel Hill, Chapel Hill, NC USA

来源：

REMEDIAL AND SPECIAL EDUCATION | 2021年 / 42卷 / 05期

关键词：

exceptionalities; multicultural issues; quantitative; research methodology; social skills; diversity; CULTURAL-COMPETENCE; PEER VICTIMIZATION; SPECIAL-EDUCATION; HEALTH-PROBLEMS; SUICIDALITY; RISK; ADOLESCENTS; INVOLVEMENT; ADJUSTMENT; CHILDREN;

D O I：

10.1177/0741932520941201

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

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.

引用

页码：290 / 303

页数：14

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