The Effects of Identity-Based Victimization on Youth: An Intersectional Examination of Mental Health, Academic Achievement, and the Impact of Teacher-Student Relationships
| Autor: | Price, Maggi |
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| Jazyk: | angličtina |
| Rok vydání: | 2018 |
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| Druh dokumentu: | Diplomová práce |
| Popis: | Thesis advisor: Belle Liang While a large body of research has established high prevalence rates of discrimination (i.e., unfair treatment because of perceived or claimed membership in a particular identity group) in youth and its negative impact on both mental health and academic outcomes (Fisher, Wallace, & Fenton, 2000; Russel et al., 2012), less is known about the effects of identity-based bullying (i.e., verbal or physical assaults targeting identity(ies)). In addition, very few studies examine both everyday forms of discrimination and identity-based bullying, and even fewer assess the differing experiences of youth with intersectional identities (i.e., multiple oppressed identities; Garnett et al., 2014). Finally, no studies to date have examined the potentially protective role of teacher-student relationships for youth facing identity-based victimization. The current study sought to examine the impact of identity-based victimization (i.e., discrimination and identity-based bullying) on mental health and academic achievement in a large and diverse sample of youth who were assessed longitudinally. To capture the complexity of the outcomes associated with identity-based victimization for youth with an oppressed gender identity, sexual orientation, and/or race, an intersectional framework was used. Finally, the present dissertation examined the role of teacher-student relationships as a potential source of protection for students facing identity-based victimization. Results from the present study indicated that identity-based victimization is a pervasive problem that is negatively associated with mental health and academic achievement in adolescents. Findings suggested that intersectional students face a higher risk of experiencing identity-based victimization, and mental health challenges when confronted with above average discrimination. Autonomy-enhancing and positive teacher student relationships had a moderating effect on the association between identity based victimization and mental health for some youth, but not others. Implications of these findings for research, assessment, and intervention are discussed. Thesis (PhD) — Boston College, 2018. Submitted to: Boston College. Lynch School of Education. Discipline: Counseling, Developmental and Educational Psychology. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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