Our team conducts both qualitative and quantitative research on a wide variety of social factors and how they are associated with the well-being of adolescents and young adults, with particular attention to vulnerable groups such as lesbian, gay, bisexual, transgender and queer/questioning (LGBTQ) youth, those with disabilities, and those who are overweight. Social factors include characteristics of the family and peer group (e.g. bullying experience); school resources, climate, and characteristics (e.g. presence of a gender/sexuality student organization); and features of the neighborhood or community (e.g. political climate, public policy). We capitalize on existing youth surveillance data to create multilevel quantitative datasets for hierarchical analysis. Qualitative methods with youth, parents, and professionals include interviews, focus groups, and other novel techniques.
Policies & Practices to Prevent Bias-Based Bullying in Schools: A Multi-Method Pilot Study
Bias-based bullying, or bullying based on personal characteristics such as race/ethnicity, sexual orientation, gender identity, or body weight, has been identified as a key contributor to health disparities among youth of color; lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) youth; and youth who are overweight or obese. Students who are the targets of bias-based bullying may not only experience emotional distress and physical health consequences associated with this type of bullying victimization, but they may also be less academically engaged and more likely to skip classes or full school days. As a result, bias-based bullying during adolescence can have life-long impacts on children’s healthy development, including physical health, social and emotional well-being, academic achievement, and employment. Although well-placed to intervene, educate, and prevent bias-based bullying, schools are struggling with a lack of clear guidelines and evidence-based practices that effectively reduce bias-based bullying. Given schools’ limited time and monetary resources, specific school practices that are responsive to the needs of both schools and youth most affected by bias-based bullying are critically needed. The proposed multi-method pilot study will 1) describe bias-based bullying experiences from the perspectives of youth, parents, and school personnel and 2) identify schools’ diversity education activities related to lower levels of bias-based bullying. To accomplish these goals, we will conduct qualitative interviewswith parent-adolescent dyads who have experienced bias-based bullying (n=12-15 dyads); diverse, community-based youth (n=32-40) including youth of color, LGBTQ youth, and youth who are overweight or obese; and school teams involved in bullying prevention (e.g., principal, counselor, and teacher; n=8-10 teams). We will also conduct multilevel analyses, using two large existing matched datasets, the 2019 Minnesota Student Survey and the 2018 School Health Profiles Survey. Select diversity education activities have been implemented by some schools without evidence of effectiveness. Analyses will build an evidence-base regarding their associations with bias-based bullying school-wide and specifically for youth of color, LGBTQ youth, and youth who are overweight or obese, who are particularly vulnerable to this type of bullying, to guide schools in strengthening or refining these offerings. Findings from the proposed study will be disseminated to inform efforts to prevent bias-based bullying. They will also serve as preliminary data for R-level NIH grants and a future CDC center grant led by this new interdisciplinary team.
Research & Education on Supportive & Protective Environments for Queer Teens
The goal of this study is to broaden and deepen our understanding of the family, peer, school and community environments that protect young LGB people from involvement in high risk health behaviors, including substance use, HIV risk behaviors and suicide behaviors. This research aims to 1) develop a theoretically grounded approach to promoting health among LGB adolescents based on in-depth knowledge of their community and school environments, and 2) link environmental data, collected using the Inventory, with existing population-based student data to identify factors at the individual, family, peer, school and community levels that protect LGB youth from involvement in health risk behaviors. “Go-along” interviews with 72 youth in diverse locations will be used to elicit in-depth information on LGB adolescents’ perceptions of supportive elements in their schools and communities; this information, in conjunction with published literature, expert review, and psychometric testing, will be used to create an LGB Environment Inventory to characterize policies, programs, resources and other supports for LGB youth that exist in these settings. The Inventory will then be used to measure indicators of support in 120 communities in Minnesota, British Columbia and Massachusetts, using publicly available materials (e.g. websites) and brief contacts with key informants (Aim 1). These community-level data will then be linked with existing student survey data from approximately 3,600 LGB adolescents in these same communities, which will include information about family, peer and individual supports, as well as health behaviors and demographic information (Aim 2). The following hypotheses will be tested: a) higher LGB environment scores for the community and school will be protective against health risk behaviors among LGB youth; b) greater family connectedness and support and a more supportive peer environment will be protective against health risk behaviors among LGB youth, and c) family, peer and individual-level factors will moderate the associations between the LGB environment (community and school) and the health risk behaviors of interest.
Adolescent Gender Diversity & Health (AGENDAH)
This research includes extensive analysis of a large, population-based sample of gender diverse youth (N=2168), takes a broad view of health influences and health care, and pairs this information with qualitative data from adolescent health care providers and youth. The goal of this mixed-methods study is to understand the health needs of gender diverse youth in order to develop and test training modules to be used in medical and nursing education in a future R01 application. The study has two specific aims: 1) Analyze data from the Minnesota Student Survey (MSS), a statewide surveillance system of adolescents’ health and related behaviors, which has recently been revised to include three measures regarding gender (biological sex, transgender identity, gender presentation). Analyses will focus on high risk health behaviors (i.e. substance use, sex behaviors, suicide involvement, bullying and prejudiced-based victimization), protective factors (i.e. internal assets, family support, school connection), health and health care utilization of gender variant youth, with comparisons to straight cisgender youth and youth who are diverse and lesbian, gay, bisexual and questioning (LGBQ, with whom transgender youth are often grouped for services and resources). 2) Conduct interviews with health care providers working with adolescents and with gender diverse youth to understand health care practices and needs of this population. Interviews with health care providers will include questions about their professional training regarding gender diverse youth, need for resources, and comfort and competence with this topic. Interviews with gender diverse youth will include questions regarding their experiences with health care professionals, information they would share with providers about their health needs, and feedback on findings from health care provider interviews.
Learn more about Adolescent Gender Diversity and Health (AGenDAH)
- Training Opportunities
- Program Location
DoGPAH is home to Interdisciplinary Fellowship Programs that bring together a cadre of learners who lend their disciplinary perspective to the intensive shared fellowship experience. Several funding sources support the programs and also provide a range of fellowship focus options.
- Interdisciplinary Research Training in Child & Adolescent Primary Care
- Leadership Education in Adolescent Health (LEAH)
Learn more about the Interdisciplinary Fellowship Program
(italicized author name indicates trainee)
• Shramko M. Gower AL. McMorris BJ. Eisenberg ME. Rider N. Intersections between multiple forms of bias-based bullying among lesbian, gay, bisexual, and queer youth. International Journal of Bullying Prevention, in press.
• Taliaferro LA. Lampe N. Carter SK. Harder BM. Rider GN. Eisenberg ME. Social Connectedness Factors that Facilitate Use of Healthcare Services: Comparison of Transgender/Gender Non-Conforming and Cisgender Adolescents. Journal of Pediatrics, in press.
• Brown C. Frohard-Dourlent H. Wood B. Saewyc E. Eisenberg ME. Porta CM. “It makes such a difference”: An examination of how LGBTQ youth talk about personal gender pronouns across North America. Journal of the American Association of Nurse Practitioners, in press.
• Porta CM. Gower AL. Brown C. Wood B. Eisenberg ME. Patterns and interpretations of sexual orientation and gender identity labels among adolescents. Western Journal of Nursing Research, in press.
• Eisenberg ME. Gower AL. McMorris BJ. Rider GN. Coleman E. Emotional distress, bullying victimization, and protective factors amongtransgender and gender non-conforming youth in urban, suburban, town and rural locations. The Journal of Rural Health, 35(2):270-281. 2019.
• Rider GN. McMorris BJ. Gower AL. Coleman E. Brown C. Eisenberg ME. Perspectives from Nurses and Physicians on Training Needs and Comfort Working with Transgender and Gender Diverse Youth. Journal of Pediatric Health Care, available online Feb 28, 2019. doi: 10.1016/j.pedhc.2018.11.003.
• Eisenberg ME. Gower AL. Rider GN. McMorris, BJ. Coleman E. At the Intersection of Sexual Orientation and Gender Identity: Variations in Emotional Distress and Bullying Experience in a Large Population-based Sample of U.S. Adolescents. Journal of LGBT Youth, available online Feb 10, 2019. DOI: 10.1080/19361653.2019.1567435.
• McRee AL, Gower AL, Reiter PL. Preventive healthcare services use among transgender young adults. International Journal of Transgenderism. 2018;19:417-423
• Rider GN. McMorris BJ. Gower AL. Coleman E. Eisenberg ME. Gambling Behaviors and Problem Gambling: A Population-Based Comparison of Transgender/Gender Diverse and Cisgender Adolescents. Journal of Gambling Studies, available online October 22, 2018 DOI:10.1007/s10899-018-9806-7
• Gower AL. Rider GN. Brown C. McMorris BJ. Coleman E. Taliaferro LA. Eisenberg ME. Supporting Transgender and Gender Diverse Youth: Protection Against Emotional Distress and Substance Use. American Journal of Preventive Medicine, 55(6):787-794. 2018.
• Gower AL. Rider GN. McMorris BJ. Eisenberg ME. Bullying among LGBTQ Youth: Current and Future Directions. Current Sexual Health Reports, available online Sept 3, 2018. DOI: 10.1007/s11930-018-0169-y
• Taliaferro LA, McMorris BJ, Eisenberg ME. Connections that moderate risk of non-suicidal self-injury among transgender and gender non-conforming youth. Psychiatry Research, 268:65-67. 2018.
• Gower AL. Rider GN. Coleman E. Brown C. McMorris BJ. Eisenberg ME. Perceived Gender Presentation among Transgender and Gender Diverse Youth: Approaches to Analysis and Associations with Bullying Victimization and • Emotional Distress. LGBT Health, available online Jun 19, 2018. doi: 10.1089/lgbt.2017.0176.
• Wolowic JM. Sullivan R. Valdez CA. Porta CM. Eisenberg ME. Linking LGBTQ youth to supportive resources. International Journal of Child, Youth, and Family Studies, 9(3):1-20. 2018.
• Taliaferro LA. McMorris BJ. Rider GN. Eisenberg ME. Risk and Protective Factors for Self-Harm in a Population-Based Sample of Transgender Youth. Archives of Suicide Research, available online Feb 20, 2018. DOI: 10.1080/13811118.2018.1430639
• Rider GN. McMorris B. Gower AL. Coleman E. Eisenberg ME. Health and Care Utilization of Transgender/Gender Non-Conforming Youth: A Population-Based Study. Pediatrics, 141(3): e20171683. 2018.
• Eisenberg ME. Mehus C. Saewyc E. Corliss H. Gower AL. Sullivan TR. Porta CM. Helping young people stay afloat: A qualitative study of community resources and supports for LGBTQ adolescents in the U.S. and Canada. Journal of Homosexuality, 65(8): 969-989. 2018.
• Gower AL. Forster M. Gloppen K. Johnson AZ. Eisenberg ME. Connett JE. Borowsky IW. School Practices to Foster LGBT Supportive Climate: Associations with Adolescent Bullying Involvement. Prevention Science, available October 14, 2017. DOI 10.1007/s11121-017-0847-4
• Eisenberg ME. Gower AL. McMorris BJ. Rider GN. Shea G. Coleman E. Risk and Protective Factors in the Lives of Transgender/Gender Non-Conforming Adolescents. Journal of Adolescent Health, 61:521-526. 2017.
• Porta CM. Singer E. Mehus CJ. Gower AL. Fredkove W. Eisenberg ME. LGBTQ Youth’s Views on Gay-Straight Alliances: Building Community, Providing Gateways, and Representing Safety and Support. Journal of School Health, 87:489-497. 2017.
• Mehus CJ. Watson RJ. Eisenberg ME. Corliss H. Porta CM. Living as an LGBTQ youth and a parent’s child: Overlapping or separate experiences. Journal of Family Nursing, 23(2):175-200. 2017.
• Porta CM. Gower AL. Mehus CJ. Yu X. Saewyc E. Eisenberg ME. "Kicked out": LGBTQ youths' bathroom experiences and preferences in the US and Canada. Journal of Adolescence, 56:107-112, 2017.
• Porta, CM. Corliss H. Wolowic JM. Johnson AZ. Fogel KF. Gower A. Saewyc EM. Eisenberg ME. Go-along interviewing with LGBTQ youth in Canada and the United States. Journal of LGBT Youth, 14(1):1-15. 2017.
• Wolowic J. Heston L. Saewyc E. Porta C. Eisenberg M. Chasing the rainbow: lesbian, gay, bisexual, transgender and queer youth and pride semiotics. Culture, Health and Sexuality, available online November 10, 2016. DOI: 10.1080/13691058.2016.1251613
• Bucchianeri MM. Gower AL. McMorris BJ. Eisenberg ME. Youth Experiences with Multiple Types of Prejudice-based Harassment. Journal of Adolescence, 51, 68-75. 2016.
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