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

Journal:
Comunicar: Revista Científica de Comunicación y Educación

ISSN: 1134-3478

Year of publication: 2023

Issue Title: Juventud,identidad de género y poder en las plataformas digitales

Issue: 75

Pages: 21-35

Type: Article

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

More publications in: Comunicar: Revista Científica de Comunicación y Educación

Abstract

Cyberbullying is a problem that is more prevalent and serious among LGBTQ+ people. Previous research has mostly analysed sexual orientation and homophobic cyberaggression. Hence, becomes necessary to consider sex-gender diversity as a whole and aggressions of a general nature. Moreover, existing prejudices underline the need to consider homonegativity as a key variable in this type of cyberviolence. This sequential mixed study explores, in a first qualitative step with focus groups, perceptions on the characterisation of LGBTQ+ cyberbullying and, in a second quantitative step, cybervictimisation in terms of affective-sexual, bodily and gender diversity, and the possible moderating role of internalised homonegativity. The qualitative study involved 175 students and the quantitative study involved 1,971 students aged 12-18 from secondary schools in Andalusia (Spain). Qualitative results identified valuable dimensions of cyberbullying, such as collective LGBTQ+ cybervictimisation. Quantitative results revealed differences in collective LGBTQ+ cybervictimisation according to sexual orientation, gender identity, and gender expression. It also highlights the moderation of internalised homonegativity, with those at a low level being more sensitive to collective LGBTQ+ cyberaggression. LGBTQ+ cyberbullying is made visible as a construct that includes various types of aggressions aimed at the whole spectrum of affective-sexual diversity and emphasises the need to address internalised homonegativity in psychoeducational interventions involving all students.

€ View funding

Funding information

Funders

Bibliographic References

  • 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
Data source: Dialnet