Suicidality and Intersectionality among Students Identifying as Nonheterosexual and with a Disability

Autor/inn/en	King, Matthew T.; Merrin, Gabriel J.; Espelage, Dorothy L.; Grant, Nickholas J.; Bub, Kristen L.
Titel	Suicidality and Intersectionality among Students Identifying as Nonheterosexual and with a Disability
Quelle	In: Exceptional Children, 84 (2018) 2, S.141-158 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402917736261
Schlagwörter	Suicide; Homosexuality; Sexual Orientation; Sexual Identity; Disabilities; At Risk Students; Victims; Student School Relationship; High School Students; Correlation; Psychological Patterns; Comparative Analysis; Identification (Psychology); Student Surveys; Mental Disorders; Substance Abuse + Suchen Sie Ihr Suchwort? Selbstmord; Homosexualität; Sexuelle Orientierung; Geschlechtsidentität; Sexuelle Identität; Handicap; Behinderung; Victim; Opfer; Schüler-Lehrer-Beziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Korrelation; Schülerbefragung; Mental illness; Geisteskrankheit; Drug use; Drug consomption; Drogenkonsum
Abstract	Research about students with disabilities and students identifying as LGBQ (lesbian, gay, bisexual, or questioning) reveals that both populations report more suicidality and peer victimization and less school connectedness than do their peers. No study has previously examined the intersection of these identities with regard to peer victimization, school connectedness, and suicidality. Using a sample of 11,364 high school students, we examined the relationships among these identities, peer victimization, and school connectedness with suicidal ideation. Compared with their peers without either identity, students identifying with one of these identities reported higher levels of suicidal ideation. School connectedness and peer victimization each moderated the association between identity and suicidal ideation. In addition, students who were victimized more than their peers and who identified both with a disability and as LGBQ (n = 250) reported the highest levels of suicidal ideation. School-based victimization and suicide prevention programs should consider students' multiple identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01