CHFA | Psychology Department Showcase: Projects In-Progress
Academic Level at Time of Presentation
Sophomore
Major
Psychology
Minor
Biology
List all Project Mentors & Advisor(s)
Dr. Amanda Joyce
Presentation Format
Oral Presentation - Murray State Access only
Abstract/Description
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 with a non-cisgender identity 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. Approximately 100 participants are expected, and will be recruited using SONA, looking at not only the relevant group, but also neurotypical and cisgender participants to use as a control. Participants will be asked if they are neurodivergent (further defined by having either ADHD, autism, or both), then they will be given the Gender Identity Scale (GIS) (Ho, 2019) to measure a participant’s specific gender identity, and finally participants will complete the Bullying and Exclusion Experiences Scale (BEES) (Deighton & Murphy, 2024). We hypothesize that neurodivergence and gender diverse identities will separately and together serve as risk factors for bullying.
Ho, F. (2019). The Gender Identity Scale: Adapting the Gender Unicorn to measure gender identity. The Gender Identity Scale: Adapting the Gender Unicorn to Measure Gender Identity., 6(2), 217–231. https://doi.org/10.1037/sgd0000322
Deighton, R. M., & Murphy, A. (2024). Development and validation of a new measure of school-age bullying experiences for adults: the Bullying and Exclusion Experiences Scale (BEES). Discover Psychology, 4(1), 38. https://doi.org/10.1007/s44202-024-00129-2
Spring Scholars Week 2025
Psychology: Projects In-Progress
Neurodiversity, Gender Identity, and Bullying: the Cross-Section
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 with a non-cisgender identity 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. Approximately 100 participants are expected, and will be recruited using SONA, looking at not only the relevant group, but also neurotypical and cisgender participants to use as a control. Participants will be asked if they are neurodivergent (further defined by having either ADHD, autism, or both), then they will be given the Gender Identity Scale (GIS) (Ho, 2019) to measure a participant’s specific gender identity, and finally participants will complete the Bullying and Exclusion Experiences Scale (BEES) (Deighton & Murphy, 2024). We hypothesize that neurodivergence and gender diverse identities will separately and together serve as risk factors for bullying.
Ho, F. (2019). The Gender Identity Scale: Adapting the Gender Unicorn to measure gender identity. The Gender Identity Scale: Adapting the Gender Unicorn to Measure Gender Identity., 6(2), 217–231. https://doi.org/10.1037/sgd0000322
Deighton, R. M., & Murphy, A. (2024). Development and validation of a new measure of school-age bullying experiences for adults: the Bullying and Exclusion Experiences Scale (BEES). Discover Psychology, 4(1), 38. https://doi.org/10.1007/s44202-024-00129-2