"Different in Two Ways": An Analysis of Black LGBTQ+ Youth Perspectives of the High School Experience

This study seeks to address a critical gap in the literature by examining the experiences of Black LGBTQ+ students in schools, particularly regarding victimization and punishment. Through 21 in-depth interviews conducted with Black individuals aged 14-19, I explore how perceptions of racial, sexual, and gender biases influence students' understandings of their school environment. Findings reveal these students negotiate stigma according to the salience of their multiple marginalized statuses. Moreover, students who perceive racial differential treatment consistently disengage from the learning environment as a response. This research contributes to understanding how intersecting forms of oppression operate within school systems, shedding light on how Black LGBTQ+ students are marginalized and overlooked. This work aims to inform interventions and policies striving to create more inclusive and equitable school environments by situating perceived differential treatment within a broader cultural and societal context.