Homophobic Teasing, Psychological Outcomes, and Sexual Orientation Among High School Students: What Influence Do Parents and Schools Have?

By Dorothy Espelage, Steven R. Aragon, Michelle Birkett, Brian W. Koenig. 2008

523 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/883a081735955d5fb861066c9345fc6490ce89ed

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Citations in the corpus

Teachers' knowledge, attitudes, and supportive behaviors toward LGBT students: Relationship to Gay-Straight Alliances, antibullying policy, and teacher training (2016, background): “…are more likely to engage in health-risk behaviors, such as substance abuse, self-injury, and sexual risk-taking (Birkett, Espelage, & Koenig, 2009; Espelage et al., 2008; Grossman & D’Augelli, 2006); they are at greater risk for experiencing significant socialemotional difficulties, including…”
Minority Stress Among Transgender Adolescents: The Role of Peer Victimization, School Belonging, and Ethnicity (2018, unknown): “These findings also appear to be in line with other belonging research (Collier et al. 2013; Denny et al. 2016; Espelage et al. 2008; Hatchel et al. 2017; Ioverno et al. 2016; Poteat et al. 2011).”
Peer Victimization and Dating Violence Among LGBTQ Youth (2018, result): “These results are consistent with previous research (Bontempo & D’Augelli, 2002; Espelage et al., 2008; Robinson & Espelage, 2011).”
Peer victimization and suicidality among LGBTQ youth: the roles of school belonging, self-compassion, and parental support (2018, background): “The data did suggest that parental support was correlated with reduced suicidality and improved school belonging which also aligns with previous work (Bouris et al., 2010; Eisenberg & Resnick, 2006; Espelage et al., 2008; Poteat et al., 2011; Ryan et al., 2010).”
Inequities in Educational and Psychological Outcomes Between LGBTQ and Straight Students in Middle and High School (2011, background): “However, when school climate is perceived as positive, it may serve to buffer against the experience of negative psychological and social concerns among sexual minority youth (Espelage et al., 2008).”
The Influence of Peer Victimization on Educational Outcomes for LGBTQ and Non-LGBTQ High School Students (2014, methodology): “This hypothesis was based on findings in the psychological literature of psychosocial concerns among LGBT youth (Coker et al., 2010; Espelage et al., 2008; Nichols, 1999; Poteat et al., 2011; Rivers, 2001), the rates of victimization among LGBT youth (Kosciw et al.”
Committing to Social Justice: The Behavioral Intention of School Psychology and Education Trainees to Advocate for Lesbian, Gay, Bisexual, and Transgender Youth (2008, background): “A positive school climate appears to be among the protective factors for depression and drug use for gay, lesbian, and questioning youth (Espelage et al., 2008).”
The Effects of Bullying and Peer Victimization on Sexual-Minority and Heterosexual Youths: A Quantitative Meta-Analysis of the Literature (2011, background): “Consistently, research has documented higher rates of depression, anxiety, substance abuse, and suicidal ideation/behavior for GLB youths who 400 A. L. Fedewa and S. Ahn are targets of bullying and victimization (Espelage et al., 2008; Friedman et al., 2006).”
Rainbow SPARX: A Novel Approach to Addressing Depression in Sexual Minority Youth (2015, background): “This limitation of CCBT may be particularly pertinent for sexual minority youth, as these young people are thought to be at an elevated risk of suicide (Espelage et al., 2008; Fergusson, Horwood, & Beautrais, 1999; Fleming, Merry, Robinson, Denny, & Watson, 2007; Lucassen et al., 2011; Russell & Joy”