Sexual-Orientation Disparities in School: The Mediational Role of Indicators of Victimization in Achievement and Truancy Because of Feeling Unsafe
Sexual-Orientation Disparities in School: The Mediational Role of Indicators of Victimization in Achievement and Truancy Because of Feeling Unsafe
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DOI：
10.2105/ajph.2013.301785
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发表时间：
2014-06-01
影响因子：
12.7
通讯作者：
Corliss, Heather L.
中科院分区：
文献类型：
--
作者：
Birkett, Michelle;Russell, Stephen T.;Corliss, Heather L.
目标.我们研究了性取向的身份差异逃学和学业成绩，以及中介作用的受害在一个大的高中样本。我们利用了2005年和2007年青年风险行为监测系统调查的汇总数据，测量性别认同。多水平逻辑回归模型估计了低年级和逃学的几率，因为感觉不安全的女同性恋/男同性恋，双性恋，（LGB）和不确定的学生异性恋者比较。我们按性别对模型进行分层。受害的指标进行了检查，以调解之间的关系，确定为一个性少数和学校成绩或逃学。LGBT青少年逃学和低年级的几率显著升高（比值比= 1.6-3.2;所有P <0.05）。此外，注意到自己的性别身份不确定的男女都显示出逃学的几率增加。受害指标介导的关系，确定为性少数群体和经历消极的学校成绩，与更大的受害指标与逃学和低年级增加，调解的程度不同的性别。由于学业成绩和学校参与的早期差异表明一生的健康和行为风险因素增加，因此有必要针对学校受害进行早期干预。
Objectives. We examined sexual-orientation identity disparities in truancy and academic achievement, and the mediational role of victimization in a large high-school sample.Methods. We utilized pooled data, measuring sexual identity, from the 2005 and 2007 Youth Risk Behavioral Surveillance System Surveys. Multilevel logistic regression modeling estimated the odds of low grades and truancy because of feeling unsafe comparing lesbian/gay, bisexual, (LGB) and unsure students to heterosexuals. We stratified models by gender. Indicators of victimization were examined to mediate the relationship between identifying as a sexual minority and school achievement or truancy.Results. LGB-identified youths reported significantly elevated odds of truancy and low grades (odds ratios = 1.6-3.2; all P < .05). Additionally, both genders noting uncertainty about their sexual identity showed increased odds of truancy. Victimization indicators mediated the relationship between identifying as a sexual minority and experiencing negative school outcomes, with greater victimization indicators being associated with increased truancy and lower grades, and the extent of mediation differed by gender.Conclusions. As early disparities in academic achievement and school engagement have indicated a lifetime of increased health and behavioral risk factors, early intervention targeting school victimization is necessary.