Before and after accounting for peer victimization, we
estimated sexual risk disparities between students who self-identified as
lesbian, gay, bisexual, transgender, or questioning (LGBTQ) and students who
self-identified as nontransgender heterosexual.
Students in grades 7 through 12 in Dane County, Wisconsin,
were given the Web-administered Dane County Youth Assessment. One set of
analyses was based on a sample that included 11 337 students. Subsequent
analyses were based on a sample from which we screened out students who may not
have been responding to survey items truthfully. Various multilevel-modeling
and propensity-score-matching strategies ensured robustness of the results,
examined disparities at lower and higher victimization rates, and explored
heterogeneity among LGBTQ-identified youths. Finally, propensity-score-matching
strategies estimated LGBTQ–heterosexual disparities in 2 matched samples: a
sample that reported higher victimization and one that reported lower
victimization.
Across 7 sexual risk outcomes, and in middle and high
school, LGBTQ-identified youths reported engaging in riskier behavior than did
heterosexual-identified youths after we accounted for peer victimization. Risk
differentials were present in middle and high school. The LGBTQ group was
heterogeneous, with lesbian/gay- and bisexual-identified youths generally
appearing most risky, and questioning-identified youths least risky. In the
matched sample with lower average victimization rates, LGBTQ-identified youths
perceived a greater risk of sexually transmitted infections despite not
engaging in sexually risky behavior at significantly higher rates; in the
matched sample with higher average victimization rates, all outcomes were
significantly different.
Demonstrated LGBTQ–heterosexual risk differentials in grades
7 through 8 suggest that interventions need to be implemented during middle
school. These interventions should also be differentiated to address the unique
risk patterns among LGBTQ subgroups. Finally, models of sexual risk disparities
must expand beyond peer victimization.
Department of Educational Psychology, University of Illinois at Urbana-Champaign.