Aunque no te lo digan, también duelela homonegatividad internalizada en el ciberacoso LGBTQ+ en adolescentes

  1. Mónica Ojeda 1
  2. Esperanza Espino 1
  3. Paz Elipe 2
  4. Rosario Del-Rey 1
  1. 1 Universidad de Sevilla
    info

    Universidad de Sevilla

    Sevilla, España

    ROR https://ror.org/03yxnpp24

  2. 2 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Revista:
Comunicar: Revista Científica de Comunicación y Educación

ISSN: 1134-3478

Año de publicación: 2023

Título del ejemplar: Juventud,identidad de género y poder en las plataformas digitales

Número: 75

Páginas: 21-35

Tipo: Artículo

DOI: 10.3916/C75-2023-02 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Comunicar: Revista Científica de Comunicación y Educación

Resumen

El ciberacoso es un problema con mayor frecuencia y gravedad entre las personas LGBTQ+. La investigación previa ha analizado, mayoritariamente, la orientación sexual y las ciberagresiones homófobas, siendo necesario incorporar la diversidad sexo-genérica en su conjunto y las agresiones de carácter general. Además, los prejuicios existentes subrayan la necesidad de considerar la homonegatividad como variable clave en este tipo de ciberviolencia. Este estudio mixto secuencial explora, en una primera etapa cualitativa con grupos focales, las percepciones sobre la caracterización del ciberacoso LGBTQ+ y, en una segunda etapa cuantitativa, la cibervictimización en función de la diversidad afectivo-sexual, corporal y de género, y el posible papel moderador de la homonegatividad internalizada. En el estudio cualitativo participaron 175 estudiantes y en el cuantitativo 1.971 de 12 a 18 años de centros de educación secundaria de Andalucía (España). Los resultados cualitativos identificaron dimensiones valiosas del ciberacoso, como la cibervictimización LGBTQ+ colectiva. Los resultados cuantitativos revelaron diferencias en la cibervictimización LGBTQ+ colectiva según la orientación sexual, la identidad y la expresión de género. También destaca la moderación de la homonegatividad internalizada, siendo quienes tienen un nivel bajo más sensibles a las ciberagresiones LGBTQ+ colectivas. Se visibiliza el ciberacoso LGBTQ+ como un constructo que incluye diversos tipos de agresiones dirigidas a todo el espectro de la diversidad afectivo-sexual y se enfatiza la necesidad de incluir la homonegatividad internalizada en las intervenciones psicoeducativas con todo el alumnado.

€ Ver financiación

Información de financiación

Financiadores

Referencias bibliográficas

  • Abreu, R.L., & Kenny, M.C. (2018). Cyberbullying and LGBTQ youth: A systematic literature review and recommendations for prevention and intervention. Journal of Child and Adolescent Trauma, 11(1), 81-97. https://doi.org/10.1007/s40653-017-0175-7
  • Akers, W.P., Cashwell, C.S., & Blake, S.D. (2021). Relationship satisfaction and outness: The impact of the closet on connection. Sexual and Relationship Therapy, (pp. 1-21). https://doi.org/10.1080/14681994.2021.1937597
  • Angoff, H.D., & Barnhart, W.R. (2021). Bullying and cyberbullying among LGBQ and heterosexual youth from an intersectional perspective: Findings from the 2017 National Youth Risk Behavior Survey. Journal of School Violence, 20(3), 274-286. https://doi.org/10.1080/15388220.2021.1879099
  • Austin, S.B., Conron, K.J., Patel, A., & Freedner, N. (2008). Making sense of sexual orientation measures: Findings from a cognitive processing study with adolescents on health survey questions. Journal of LGBT Health Research, 3(1), 55-65. https://doi.org/10.1300/J463v03n01_07
  • Berg, R.C., Munthe-Kaas, H.M., & Ross, M.W. (2016). Internalized homonegativity: A Systematic mapping review of empirical research. Journal ofHomosexuality, 63(4), 541-558. https://doi.org/10.1080/00918369.2015.1083788
  • Bradlow, J., Bartram, F., Guasp, G., & Jadva, V. (2017). School report: The experiences of lesbian, gay, bi and trans young people in Britain’s schools in 2017. Stonewall. https://bit.ly/2NlpOai
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
  • Braun, V., & Clarke, V. (2014). What can “thematic analysis” offer health and wellbeing researchers? International Journal of Qualitative Studies on Health and Well-Being, 9(1). https://doi.org/10.3402/qhw.v9.26152
  • Camodeca, M., Baiocco, R., & Posa, O. (2018). Homophobic bullying and victimization among adolescents: The role of prejudice, moral disengagement, and sexual orientation. European Journal of Developmental Psychology, 16(5), 503-521. https://doi.org/10.1080/17405629.2018.1466699
  • Campbell, M., & Bauman, S. (2018). Cyberbullying: Definition, consequences, prevalence. Reducing Cyberbullying in Schools: International Evidence-Based Best Practices, (pp. 3-16). https://doi.org/10.1016/B978-0-12-811423-0.00001-8
  • Campbell, M., Spears, B., Slee, P., Butler, D., & Kift, S. (2012). Victims’ perceptions of traditional and cyberbullying, and the psychosocial correlates of their victimisation. Emotional and Behavioural Difficulties, 17(3-4), 389-401. https://doi.org/10.1080/13632752.2012.704316
  • Carden, S.W., Holtzman, N.S., & Strube, M.J. (2017). CAHOST: An excel workbook for facilitating the Johnson-Neyman technique for two-way interactions in multiple regression. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2017.01293
  • Cohen-Almagor, R. (2018). Social responsibility on the Internet: Addressing the challenge of cyberbullying. Aggression and Violent Behavior, 39, 42-52. https://doi.org/10.1016/j.avb.2018.01.001
  • Collier, K.L., Van-Beusekom, G., Bos, H.M.W., & Sandfort, T.G.M. (2013). Sexual orientation and gender identity/expression related peer victimization in adolescence: A systematic review of associated psychosocial and health outcomes. The Journal of Sex Research, 50(3-4), 299-317. https://doi.org/10.1080/00224499.2012.750639
  • Cover, R. (2022). Digital hostility, subjectivity and ethics: Theorising the disruption of identity in instances of mass online abuse and hate speech. Convergence. https://doi.org/10.1177/13548565221122908
  • Davidson, R., & Mackinnon, J.G. (1993). Estimation and inference in econometrics. Oxford University Press. https://doi.org/10.1017/S0266466600009452
  • Del-Rey, R., Casas, J.A., Ortega-Ruiz, R., Schultze-Krumbholz, A., Scheithauer, H., Smith, P., Thompson, F., Barkoukis, V., Tsorbatzoudis, H., Brighi, A., Guarini, A., Pyalski, J., & Plichta, P. (2015). Structural validation and cross-cultural robustness of the European Cyberbullying Intervention Project Questionnaire. Computers in Human Behavior, 50, 141-147. https://doi.org/10.1016/j.chb.2015.03.065
  • Del-Rey, R., Mora-Merchán, J., Casas, J., Ortega-Ruiz, R., & Elipe, P. (2018). ’Asegúrate’ Program: Effects on cyber-aggression and its risk factors. [Programa «Asegúrate»: Efectos en ciberagresión y sus factores de riesgo]. Comunicar, 56, 39-48. https://doi.org/10.3916/C56-2018-0
  • Döring, N., Bhana, D., & Albury, K. (2022). Digital sexual identities: Between empowerment and disempowerment. Current Opinion in Psychology, 48, 101466-101466. https://doi.org/10.1016/j.copsyc.2022.101466
  • Earnshaw, V.A., Reisner, S.L., Menino, D.D., Poteat, V.P., Bogart, L.M., Barnes, T.N., & Schuster, M.A. (2018). Stigma-based bullying interventions: A systematic review. Developmental Review, 48, 178-200. https://doi.org/10.1016/j.dr.2018.02.001
  • Elipe, P., Espelage, D.L., & Del-Rey, R. (2022). Homophobic verbal and bullying victimization: Overlap and emotional impact. Sexuality Research and Social Policy, 19, 1178-1189. https://doi.org/10.1007/s13178-021-00613-7
  • Elipe, P., & Martos-Castro, M. (2022). Abriendo armarios: La visión del alumnado sobre la diversidad afectivo sexual en las aulas. Revista de Estudios Socioeducativos. ReSed, 1(10), 119-135. https://doi.org/10.25267/Rev_estud_socioeducativos.2022.i10.08
  • Espelage, D.L., Valido, A., Hatchel, T., Ingram, K.M., Huang, Y., & Torgal, C. (2019). A literature review of protective factors associated with homophobic bullying and its consequences among children & adolescents. Aggression and Violent Behavior, 45, 98-110. https://doi.org/10.1016/j.avb.2018.07.003
  • Garaigordobil, M., & Larrain, E. (2020). Bullying and cyberbullying in LGBT adolescents: Prevalence and effects on mental health. [Acoso y ciberacoso en adolescentes LGTB: Prevalencia y efectos en la salud mental]. Comunicar, 62, 79-90. https://doi.org/10.3916/C62-2020-07
  • Gower, A.L., Rider, G.N., Coleman, E., Brown, C., Mcmorris, B.J., & Eisenberg, M.E. (2018). Perceived gender presentation among transgender and gender diverse youth: Approaches to analysis and associations with bullying victimization and emotional distress. LGBT Health, 5(5), 312-319. https://doi.org/10.1089/lgbt.2017.0176
  • Hayes, A.F. (2017). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Publications. http://bitly.ws/uBtc
  • Heino, E., Ellonen, N., & Kaltiala, R. (2021). Transgender identity is associated with bullying involvement among finnish adolescents. Frontiers in Psychology, 11, 3829-3829. https://doi.org/10.3389/fpsyg.2020.612424
  • Herek, G.M. (2007). Confronting sexual stigma and prejudice: Theory and practice. Journal of Social Issues, 63(4), 905-925. https://doi.org/10.1111/j.1540-4560.2007.00544.x
  • Jonas, L., Salazar-De-Pablo, G., Shum, M., Chiara, N., Abbott, C., & Vaquerizo-Serrano, J. (2022). A systematic review and meta-analysis investigating the impact of childhood adversities on the mental health of LGBT+ youth. JCPP Advances, (pp. 1-12). https://doi.org/10.1002/jcv2.12079
  • Kosciw, J.G., Greytak, E.A., Zongrone, A.D., Clark, C.M., & Truong, N.L. (2018). The 2017 National School Climate Survey: The experiences of lesbian, gay, bisexual, transgender, and queer youth in our nation’s schools. https://bit.ly/3SHBhzb
  • Kowalski, R.M., Limber, S.P., & Mccord, A. (2019). A developmental approach to cyberbullying: Prevalence and protective factors. Aggression and Violent Behavior, 45, 20-32. https://doi.org/10.1016/j.avb.2018.02.009
  • Kwan, I., Dickson, K., Richardson, M., Macdowall, W., Burchett, H., Stansfield, C., Brunton, G., Sutcliffe, K., & Thomas, J. (2020). Cyberbullying and children and young people’s mental health: A systematic map of systematic reviews. Cyberpsychology, Behavior, and Social Networking, 23(2), 72-82. https://doi.org/10.1089/cyber.2019.0370
  • Llorent, V.J., Ortega-Ruiz, R., & Zych, I. (2016). Bullying and cyberbullying in minorities: Are they more vulnerable than the majority group? Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01507
  • Mascheroni, G., Vincent, J., & Jimenez, E. (2015). Girls are addicted to likes so they post semi-naked selfies”: Peer mediation, normativity and the construction of identity online. Cyberpsychology, (1), 9-9. https://doi.org/10.5817/CP2015-1-5
  • Menin, D., Guarini, A., Mameli, C., Skrzypiec, G., & Brighi, A. (2021). Was that (cyber)bullying? Investigating the operational definitions of bullying and cyberbullying from adolescents’ perspective. International Journal of Clinical and Health Psychology, 21(2), 100221-100221. https://doi.org/10.1016/j.ijchp.2021.100221
  • Mohr, J.J., & Kendra, M.S. (2011). Revision and extension of a multidimensional measure of sexual minority identity: The lesbian, gay, and bisexual identity scale. Journal of Counseling Psychology, 58(2), 234-245. https://doi.org/10.1037/a0022858
  • Montero, I., & León, O.G. (2007). A guide for naming research studies in Psychology. International Journal of Clinical and Health Psychology, 7(3), 847-862. https://bit.ly/2wVCuhY
  • Olweus, D., & Limber, S.P. (2018). Some problems with cyberbullying research. Current Opinion in Psychology, 19, 139-143. https://doi.org/10.1016/j.copsyc.2017.04.012
  • Osuna, J.R., Ferreras, M.L., & Núñez, A. (1991). Inferencia estadística, niveles de precisión y diseño muestral. Reis, 54, 139-162. https://doi.org/10.2307/40183521
  • Petrou, P., & Lemke, R. (2017). Victimisation and life satisfaction of gay and bisexual individuals in 44 european countries: the moderating role of country-level and person-level attitudes towards homosexuality. Health & Sexuality, 20(6), 640-657. https://doi.org/10.1080/13691058.2017.1368710
  • Pichardo, J.I., & Puche-Cabezas, L. (2019). Universidad y diversidad sexogenérica: Barreras, innovaciones y retos de futuro. Methaodos, 7(1), 10-26. https://doi.org/10.17502/m.rcs.v7i1.287
  • Puckett, J.A., Newcomb, M.E., Garofalo, R., & Mustanski, B. (2016). The impact of victimization and neuroticism on mental health in young men who have sex with men: Internalized homophobia as an underlying mechanism. Sexuality Research and Social Policy, 13(3), 193-201. https://doi.org/10.1007/s13178-016-0239-8
  • Quirk, K., Newcomb, M.E., & Mustanski, B. (2018). LGBQ identity integration and the association with justification of violence. Psychology of Violence, 8, 184-195. https://doi.org/10.1037/vio0000089
  • Rice, E., Petering, R., Rhoades, H., Winetrobe, H., Goldbach, J., Plant, A., Montoya, J., & Kordic, T. (2015). Cyberbullying perpetration and victimization among middle-school students. American Journal of Public Health, 105(3), 66-72. https://doi.org/10.2105/AJPH.2014.302393
  • Rodríguez-Hidalgo, A.J., & Hurtado-Mellado, A. (2019). Prevalence and psychosocial predictors of homophobic victimization among adolescents. International Journal of Environmental Research and Public Health, (7), 16-16. https://doi.org/10.3390/ijerph16071243
  • Russell, G.M., & Bohan, J.S. (2006). The case of internalized homophobia: Theory and/as practice. Theory & Psychology, 16(3), 343-366. https://doi.org/10.1177/0959354306064283
  • Sampieri, R.H. (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. McGraw Hill México. https://bit.ly/3HBGHcO
  • Smahel, D., Machackova, H., Mascheroni, G., Dedkova, L., Staksrud, E., Ólafsson, K., Livingstone, S., & Hasebrink, U. (2020). EU Kids Online 2020: Survey results from 19 countries. EU Kids Online, The Londo School of Economics and Political Science. https://doi.org/10.21953/lse.47fdeqj01ofo
  • UNESCO (Ed.) (2017). Abiertamente: Respuestas del sector de educación a la violencia basada en la orientación sexual y la identidad/expresión de género. UNESCO. https://bit.ly/2XBnIs7
  • Vinces, J.M. (2016). Adaptación de la Escala de Identidad para Lesbianas, Gays y Bisexuales (LGBIS) en un grupo de lesbianas, gays y bisexuales del Perú. [Degree dissertation, Universidad de Lima]. http://bitly.ws/xCNu
  • Vivolo-Kantor, A.M., Martell, B.N., Holland, K.M., & Westby, R. (2014). A systematic review and content analysis of bullying and cyber-bullying measurement strategies. Aggression and Violent Behavior, 19(4), 423-434. https://doi.org/10.1016/j.avb.2014.06.008
  • Wright, M.F. (2020). Popularity and social preference pressure from parents, friends, and the media. Youth & Society, 52(3), 332-348. https://doi.org/10.1177/0044118X18773222
  • Wylie, S.A., Corliss, H.L., Boulanger, V., Prokop, L.A., & Austin, S.B. (2010). Socially assigned gender nonconformity: A brief measure for use in surveillance and investigation of health disparities. Sex Roles, 63(3), 264-276. https://doi.org/10.1007/s11199-010-9798-y
Fuente de los datos: Dialnet