"I Just Want to Be Myself": Adolescents with Disabilities Who Identify as a Sexual or Gender Minority

Autor/inn/en	Kahn, Laurie Gutmann; Lindstrom, Lauren
Titel	"I Just Want to Be Myself": Adolescents with Disabilities Who Identify as a Sexual or Gender Minority
Quelle	In: Educational Forum, 79 (2015) 4, S.362-376 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1725
DOI	10.1080/00131725.2015.1068416
Schlagwörter	Adolescents; Disabilities; Minority Groups; Gender Issues; Sexual Identity; Sexual Orientation; At Risk Students; Peer Acceptance; Rejection (Psychology); Bullying; Dropouts; Identification (Psychology); Self Concept; Student Experience; Semi Structured Interviews; Coding; Homosexuality; Student Attitudes; High School Students; Qualitative Research; Grounded Theory + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Handicap; Behinderung; Ethnische Minderheit; Geschlechterfrage; Geschlechtsidentität; Sexuelle Identität; Sexuelle Orientierung; Ablehnung; Mobbing; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Selbstkonzept; Studienerfahrung; Codierung; Programmierung; Homosexualität; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Qualitative Forschung
Abstract	Adolescents with disabilities who identify as a sexual or gender minority are at high risk for negative school experiences and poor outcomes, including peer rejection, bullying, and dropping out. Using an intersectionality framework, this study examined how multiple marginalized identities influence sense of self and school experience for this population. Findings reveal a complex picture of lived experiences and support the need for important changes in school practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01