The Influence of Peer Victimization on Educational Outcomes for LGBTQ and Non-LGBTQ High School Students

Steven R. Aragon, V. Paul Poteat, Dorothy L. Espelage, Brian W. Koenig

Research output: Contribution to journalArticlepeer-review

Abstract

A total of 11,447 high school students were surveyed to test the relation between victimization and the educational outcomes of truancy, post-high school intentions, and grades for lesbian, gay, bisexual, transgender, and questioning (LGBTQ) and non-LGBTQ students. LGBTQ students reported statistically higher truancy, lower grades, greater expectations not to finish high school, and lower expectations to attend a four-year college. Victimization partially mediated these differences between LGBTQ and non-LGBTQ youth. These results highlight the role of victimization in partially accounting for academic disparities between LGBTQ and non-LGBTQ youth.

Original languageEnglish (US)
Pages (from-to)1-19
Number of pages19
JournalJournal of LGBT Youth
Volume11
Issue number1
DOIs
StatePublished - Jan 2014

Keywords

  • Academic performance
  • bullying
  • educational intentions
  • LGBTQ youth
  • mental health
  • peer victimization
  • school climate
  • secondary school
  • truancy

ASJC Scopus subject areas

  • Education
  • Gender Studies

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