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LGBTQ+ Youth’s Identity Development in the Context of Peer Victimization: A Mixed Methods Investigation

Author

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  • Sarah Kiperman

    (Theoretical and Behavioral Foundations Division, Wayne State University, Detroit, MI 48202, USA)

  • Hannah L. Schacter

    (Department of Psychology, Wayne State University, Detroit, MI 48202, USA
    Merrill Palmer Skillman Institute for Child and Family Development, Detroit, MI 48202, USA)

  • Margaret Judge

    (Department of Psychology, Cedarville University, Cedarville, OH 45314, USA)

  • Gabriel DeLong

    (Theoretical and Behavioral Foundations Division, Wayne State University, Detroit, MI 48202, USA)

Abstract

Research rarely explores LGBTQ+ youth bullying in the context of culture-specific outcomes (e.g., LGBTQ+ identity development) and what can mitigate the impact of peer stressors. This study used a concurrent mixed methods design to explore how experiences of peer victimization predicted LGBTQ+ youth’s identity development (i.e., stigma sensitivity, concealment motivation, and difficult process) and whether social support and outness served as protective, moderating factors. The mixed methods approach provides a culture-specific context via qualitative inquiry to inform whether the quantitative findings align with how youth qualitatively discuss their experience of peer victimization, negative outcomes, and social support. Our sample consisted of 349 LGBTQ+ youth 14–17 years old who completed a survey (quantitative sample) and a subset of 39 LGBTQ+ youth who completed a semi-structured interview (qualitative sample). Our quantitative findings indicated that greater overall peer victimization was positively related to LGBIS-revised subscales of stigma sensitivity, concealment motivation, and difficult process, where both outness and social support moderated such relations. Qualitatively, victimized youth also reported stigma sensitivity and concealment motivation while also endorsing how being out and having a support system played a role in their experience of being victimized. These qualitative findings align with our quantitative findings that classmate support mitigated the effects of peer victimization on the difficulty of coming out. Implications for practitioners and researchers are provided.

Suggested Citation

  • Sarah Kiperman & Hannah L. Schacter & Margaret Judge & Gabriel DeLong, 2022. "LGBTQ+ Youth’s Identity Development in the Context of Peer Victimization: A Mixed Methods Investigation," IJERPH, MDPI, vol. 19(7), pages 1-23, March.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:7:p:3921-:d:779491
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    References listed on IDEAS

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    1. Birkett, M. & Russell, S.T. & Corliss, H.L., 2014. "Sexual-orientation disparities in school: The mediational role of indicators of victimization in achievement and truancy because of feeling unsafe," American Journal of Public Health, American Public Health Association, vol. 104(6), pages 1124-1128.
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