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

Anjali J. Forber-Pratt, Gabriel J. Merrin, Dorothy L. Espelage

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

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.

Original languageEnglish
Pages (from-to)290-303
Number of pages14
JournalRemedial and Special Education
Volume42
Issue number5
DOIs
StatePublished - Oct 2021

Keywords

  • diversity
  • exceptionalities
  • multicultural issues
  • quantitative
  • research methodology
  • social skills

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