Special Issue "LGBTQ+ Bullying and Negative Psychosocial Outcomes: Identifying Protective and Resilience Factors"
A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Mental Health".
Deadline for manuscript submissions: 31 December 2021.
Interests: bullying; school violence; adolescent mental health
Interests: prevention science; school based interventions; social-emotional learning intervention; bullying prevention; dating
We invite you to contribute to this Special Issue of IJERPH entitled “LGBTQ+ Bullying and Negative Psychosocial Outcomes: Identifying Protective and Resilience Factors”. We are seeking empirical research articles and reviews of the literature on topics related to bullying experiences of adolescents (ages 10–21) who identify as LGBTQ and protective factors that moderate the association between bullying based on sexual orientation and gender-identity-associated outcomes. We encourage researchers who are interested in this Special Issue to contact us at [email protected] and [email protected]
Dr. Jun Sung Hong
Prof. Dr. Dorothy L. Espelage
Dr. Saijun Zhang
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. International Journal of Environmental Research and Public Health is an international peer-reviewed open access semimonthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2300 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
- homophobic bullying
- sexual orientation
- gender identity
The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.
Title: Homophobic Cyberbullying Victimization and Academic Outcomes among LGBTQIA Adolescents: Moderating Effects of School Climate and Friend Support
Authors: Michelle F. Wright 1, Sebastian Wachs 2
1 Penn State University and DePaul University
2 University of Potsdam and Dublin City University
Abstract: This one-and-a-half-year longitudinal study examined the moderating effect of perceived school climate and friend support in the associations between homophobic cyberbullying victimization and academic outcomes (e.g., class-room misconduct, school readiness, academic performance, absenteeism, school behavioral problems) among 532 adolescents (Mage = 14.01 years; 56% female) who identified as LGBTQIA. Results showed that homophobic cyberbul-lying victimization was associated with classroom misconduct, absenteeism, and school behavioral problems while it was negatively associated with academic performance and school readiness. Friend support and school climate did not moderate the relationship between homophobic cyberbullying victimization. However, friend support and school climate moderated the relationship between homophobic cyberbullying victimization and classroom mis-conduct, absenteeism, and school behavioral problem. Furthermore, school climate further moderated these associ-ations for academic performance. Our findings highlight the need for more research on homophobic cyberbullying, the crucial role schools and peers can play in mitigating negative outcomes of homophobic cyberbullying victimiza-tion, and the development of inclusive anti-cyberbullying prevention programs that acknowledge the needs of LGBTQIA adolescents.
Title: A Mixed Methods Investigation of LGBTQ+ Victimization, Negative Outcomes, and the Buffering Potential of Social Support
Authors: Sarah Kiperman 1, Hannah L. Schacter 2,3, and Margaret Judge 4, Gabriel DeLong 5
1 Theoretical and Behavioral Foundations Division, Wayne State University, Detroit, MI, USA
2 Department of Psychology, Wayne State University, Detroit, MI, USA
3 Merrill Palmer Skillman Institute for Child and Family Development, Detroit, MI, USA
4 Department of Psychology, Cedarville University, Cedarville, OH, USA
5 Theoretical and Behavioral Foundations Division, Wayne State University, Detroit, MI, USA
Abstract: Research rarely explores LGBTQ+ youth bullying in the context of culture-specific outcomes (e.g., LGBTQ+ identity development) and what can mitigate these stressors. This study uses a concurrent mixed methods design to explore how LGBTQ+ youths' victimization predicts negative outcomes and how social support has buffering properties. We used mixed methods to provide a culture-specific context via qualitative inquiry that can inform whether the quantitative findings align with how youth qualitatively discuss their experience of bullying, negative outcomes, and social support as a potential buffer. Our sample consists of n = 349 LGBTQ+ youth who completed a survey (quantitative sample), and n = 39 LGBTQ+ youth who completed a semi-structured interview (qualitative sample). Our quantitative findings found greater overall peer victimization significantly related to LGBTQ+ youths' greater stigma sensitivity, difficulty coming out, lower life satisfaction, emotional problems, conduct problems, and hyperactivity. Qualitatively, victimized youth also reported stigma sensitivity, but many endorsed relying on their social support system when stressed. These qualitative findings align with our quantitative findings that classmate, teacher, and close friend support moderated their relationship of overall victimization when predicting coming out being a difficult process. Implications for practitioners and researchers are provided.