Neurodiversity, Gender Identity, and Bullying: The Cross-Section
Academic Level at Time of Presentation
Junior
Major
Psychology
Minor
Humanities
List all Project Mentors & Advisor(s)
Dr. Amanda Joyce
Presentation Format
Oral Presentation
Abstract/Description
Recent studies have investigated if neurodivergent individuals are more likely to have a gender identity that is different from their assigned sex at birth, and other studies have shown that both people who aren’t cisgender and neurodivergent people are bullied far more frequently than their cisgender and neurotypical counterparts. However, there is little research on all three of these factors studied together. The purpose of this study is to investigate how rates of bullying are impacted by the interacting factors of neurodivergence and gender identity. Ninety-five participants (Mage = 19.23 ;12 gender diverse; 49 neurodiverse) were recruited through SONA.
Participants were asked basic demographic information, whether they are diagnosed or suspected of being neurodivergent (neurodivergent in this study being defined by adhd, autism, or both). Participants were also given two likert scale questionnaires: the Genderqueer Identity scale (GQI; McGuire, et al., 2018) and the Bullying and Exclusion Experiences Scale (BEES;Deighton et al., 2024). The GQI had four subscales—challenging the binary, social construction, theoretical awareness, and genderfluidity—each subscale and a total GQI score was calculated for each participant with higher scores indicating higher levels of gender non-conformity. The mean score for the GQI total was 19.55 (range = 1-71). The BEES had three subscales—witness, victim, and perpetrator. The variable of interest in this particular study is victim, which had a mean score of 8.87 (range = 0-24). Although participants were explicitly asked their gender identity, we also used the GQI scores when running statistical analyses as it is a continuous variable and accounts for the spectrum and fluidity of gender unlike a simple categorial variable. Results indicate that bullying, neurodivergence, and gender diversity do, in fact, relate to one another. Results and their implications will be discussed in more detail during the presentation.
Fall Scholars Week 2025
Psychology: Completed Projects
Neurodiversity, Gender Identity, and Bullying: The Cross-Section
Recent studies have investigated if neurodivergent individuals are more likely to have a gender identity that is different from their assigned sex at birth, and other studies have shown that both people who aren’t cisgender and neurodivergent people are bullied far more frequently than their cisgender and neurotypical counterparts. However, there is little research on all three of these factors studied together. The purpose of this study is to investigate how rates of bullying are impacted by the interacting factors of neurodivergence and gender identity. Ninety-five participants (Mage = 19.23 ;12 gender diverse; 49 neurodiverse) were recruited through SONA.
Participants were asked basic demographic information, whether they are diagnosed or suspected of being neurodivergent (neurodivergent in this study being defined by adhd, autism, or both). Participants were also given two likert scale questionnaires: the Genderqueer Identity scale (GQI; McGuire, et al., 2018) and the Bullying and Exclusion Experiences Scale (BEES;Deighton et al., 2024). The GQI had four subscales—challenging the binary, social construction, theoretical awareness, and genderfluidity—each subscale and a total GQI score was calculated for each participant with higher scores indicating higher levels of gender non-conformity. The mean score for the GQI total was 19.55 (range = 1-71). The BEES had three subscales—witness, victim, and perpetrator. The variable of interest in this particular study is victim, which had a mean score of 8.87 (range = 0-24). Although participants were explicitly asked their gender identity, we also used the GQI scores when running statistical analyses as it is a continuous variable and accounts for the spectrum and fluidity of gender unlike a simple categorial variable. Results indicate that bullying, neurodivergence, and gender diversity do, in fact, relate to one another. Results and their implications will be discussed in more detail during the presentation.