An intersectional perspective on cyberbullying: Victimization experiences among marginalized youth

What does the research say?

The study examined cybervictimization among youth using an intersectionality framework, analyzing data from 444,224 students in grades 9-12 from the 2017-2019 California Healthy Kids Survey. Overall, cybervictimization was reported by 22.7% of youth in the sample.

The researchers found that rates of cybervictimization were two to three times higher among youth with multiple marginalized identities. In particular, youth at the intersection of bisexual sexual orientation, transgender gender modality, and racial/ethnic minoritized identities faced a particularly high risk of cybervictimization.

The study reveals the complex pattern of risk for cyberbullying. Sexual and gender minoritized youth, especially those from racial or ethnic minoritized backgrounds, were disproportionately affected. This trend was most pronounced among youth with a transgender or questioning gender modality, with these groups experiencing notably higher rates of cyberbullying compared to their peers.

The combination of identifying as bisexual, being assigned female at birth, and having a transgender or questioning gender modality was prominent in 4 out of the 10 highest prevalence groups. This aligns with previous studies showing bisexual youth having the highest odds of experiencing cybervictimization.

Why is it important?

This research on cyberbullying victimization among marginalized youth is important for several significant reasons:

Understanding Complex Vulnerabilities

The study employs an intersectionality framework to examine how overlapping marginalized identities create unique vulnerabilities to cyberbullying. Rather than looking at single categories (like gender or race alone), it reveals how these identities interact to create compounded risk. This approach provides a much more nuanced understanding of cyberbullying dynamics than previous research that typically examined single identity factors in isolation.

Documenting Disproportionate Impact

The research clearly documents that youth with multiple marginalized identities face cyberbullying rates two to three times higher than their peers. This quantifies the disproportionate burden carried by certain groups, particularly those at the intersection of bisexual sexual orientation, transgender gender modality, and racial/ethnic minoritized identities. Having concrete data on these disparities is essential for advocacy and resource allocation.

Informing Targeted Interventions

The findings highlight the need for tailored interventions that address the specific vulnerabilities of different intersectional groups. Traditional “one-size-fits-all” anti-cyberbullying approaches may not adequately protect the most vulnerable youth. This research provides the evidence base needed to develop more effective, targeted prevention programs.

Addressing Public Health Concerns

The study acknowledges the extensive impact of cybervictimization on youth well-being and development, including mental health, academic performance, and socioemotional outcomes. By identifying the groups at highest risk, this research helps direct mental health resources and support services to those who need them most.

Advancing Social Justice

The research applies critical theoretical frameworks that recognize how various systems of oppression like racism, sexism, and other forms of discrimination intersect and interact to exacerbate health disparities among youth. This approach acknowledges the sociostructural and systemic nature of these challenges, rather than viewing them as merely individual problems.

Informing Digital Policy

The findings underscore the need for online platforms and schools to develop policies that account for intersectional identities and the unique ways discrimination manifests in digital spaces. The researchers recommend that schools and online platforms adopt targeted interventions informed by intersectional insights to effectively combat cyberbullying.

This research represents an important step forward in understanding and addressing the complex reality of cyberbullying in an increasingly diverse youth population, with significant implications for education, mental health, technology policy, and social justice efforts.

What are the implication for education?

Based on the research article, there are several important implications for education:

The study suggests that educational institutions need to develop targeted interventions that address the unique vulnerabilities of students with multiple marginalized identities. Since youth at the intersection of bisexual sexual orientation, transgender gender modality, and racial/ethnic minoritized identities face particularly high risks of cybervictimization, schools must adopt approaches that recognize these specific vulnerabilities.

Schools should implement inclusive policies and diversity training that can significantly mitigate bias-based bullying, creating safer and more supportive environments for all youth. This includes recognizing how power dynamics and social hierarchies play a crucial role in cyberbullying involvement.

Educators need to understand that transgender and gender diverse youth may face greater cybervictimization due to societal discrimination that is exacerbated by online anonymity. School policies should specifically address the unique challenges these students face.

The research suggests that schools should integrate both gender identity and modality concerns into their anti-bullying programs to better reflect students’ lived experiences. Current approaches may be overlooking the complex ways in which multiple forms of discrimination intersect online.

The findings underscore the need for schools to collaborate with online platforms to develop interventions informed by intersectional insights. This could include specialized training for educators on recognizing and addressing cyberbullying that targets students based on multiple aspects of their identity simultaneously.

Ultimately, the research calls for a transformation in how schools approach cyberbullying prevention, moving away from general programs toward evidence-based strategies that effectively address the complexities of minoritized identities and discrimination in the digital world.

Read the source article

Nothing quite replaces reading the original. Here is the full article.

About the authors