CoChat
Sign Up
Cited by 501LGBTQ Health, Identity, and PolicyBullying, Victimization, and AggressionGender, Sexuality, and Education

Homophobic teasing, psychological outcomes, and sexual orientation among high school students: what influence do parents and schools have

Espelage, Dorothy L., Aragon, Steven R., Birkett, Michelle, Koenig, Brian W.·2008·School Psychology Review
DOI 10.1080/02796015.2008.12087894
Open this paper in CoChat — free account

Abstract

.Homophobic teasing is often long-term, systematic, and perpetrated by groups of students (Rivers, 2001); it places targets at risk for greater suicidal ideation, depression, and isolation (Elliot & Kilpatrick, 1994). This study fills a gap in the literature by examining buffering influences of positive parental relations and positive school climate on mental health outcomes for high school students who are questioning their sexual orientation. Participants were 13,921 high school students from a Midwestern U.S. public school district. Students completed a survey consisting of a wide range of questions related to their school experiences (bullying, homophobia, school climate), parental support, mood, and drug–alcohol use. Students were categorized into three groups: (a) youth who identified as heterosexual, (b) youth who questioned their sexual orientation, and (c) youth who identified as lesbian, gay, or bisexual (LGB). As hypothesized, sexual minority youth were more likely to report high levels of depression–suicide feelings and alcohol–marijuana use; students who were questioning their sexual orientation reported more teasing, greater drug use, and more feelings of depression and suicide than either heterosexual or LGB students. Sexually questioning students who experienced homophobic teasing were also more likely than LGB students to use drugs–alcohol and rate their school climate as negative. Finally, positive school climate and parental support protected LGB and questioning students against depression and drug use.

Integrity signals

Registry

Crossref · 10.1080/02796015.2008.12087894

Cites

29 of 29 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Cites

Flagged first, then by citations

Cited by

Sorted by citations

Related

Authors
Espelage, D. L., Aragon, S. R., Birkett, M., & Koenig, B. W.
Affiliations
  • University of Illinois Urbana-Champaign (US)
  • K12 Associates
Corresponding author
Espelage, Dorothy L.
ORCID
Venue
School Psychology Review
Publisher
Informa UK Limited
Published
2008-06-01
Volume
37
Issue
2
Pages
202-216
ISSN
  • 0279-6015 (ISSN-L)
  • 2372-966X
DOI
10.1080/02796015.2008.12087894
OpenAlex
W2144405387
Cited by
501
References
29
Citations by year
2026: 8 · 2025: 9 · 2024: 20 · 2023: 20 · 2022: 19 · 2021: 29 · 2020: 28 · 2019: 23 · 2018: 40 · 2017: 39 · 2016: 46 · 2015: 43 · 2014: 45 · 2013: 30 · 2012: 37
FWCI
27.65
Type
journal article
Language
en
Open access
closed
Locations
School Psychology Review (publishedVersion)
Topics
  • Social Sciences › Psychology › Social Psychology › LGBTQ Health, Identity, and Policy
  • Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
  • Social Sciences › Gender Studies › Gender, Sexuality, and Education
Keywords
sexual orientation, sexual minority youth, school climate, parental support, depression, suicidal ideation, substance use, bullying, high school students, protective factors

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review