University of Illinois Urbana-Champaign

Victimization and suicidal ideation among LGBQ youth and students with disabilities: an examination of intersecting identities

King, Matthew Terrence

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https://hdl.handle.net/2142/92924

Description

Title
Victimization and suicidal ideation among LGBQ youth and students with disabilities: an examination of intersecting identities
Author(s)
King, Matthew Terrence
Issue Date
2016-07-06
Director of Research (if dissertation) or Advisor (if thesis)
Espelage, Dorothy
Department of Study
Educational Psychology
Discipline
Educational Psychology
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
M.S.
Degree Level
Thesis
Date of Ingest
2016-11-10T18:27:41Z
Keyword(s)
  • suicidal ideation
  • disability
  • LGBQ
  • intersectionality
  • peer victimization
  • school connectedness
Abstract
Previous research examining the associations between suicidality, peer victimization, and school connectedness among individual populations such as students with disabilities and LGBQ students, respectively, reveals that both populations report higher levels of suicidality than their peers. However, no study has examined the intersection of these two identities with regards to suicidal ideation. Using a sample of 11,364 high school students, the current study included multilevel analyses to examine the influence of multiple stigmatized identities, peer victimization, and school connectedness on suicidal ideation. Students identifying with one stigmatized identity reported higher levels of suicidal ideation, while between-person school connectedness buffered and between-person peer victimization exacerbated the effect. Additionally, students who identified with a disability and as LGBQ (n = 264) who were victimized more than their peers reported the highest levels of suicidal ideation. School-based bullying and suicide prevention programs need to consider students with multiple stigmatized identities.
Graduation Semester
2016-08
Type of Resource
text
Permalink
http://hdl.handle.net/2142/92924
Copyright and License Information
Copyright 2016 Matthew King

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