Cyberbullying Victimization Among Transgender and Gender-Questioning Early Adolescents
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
OBJECTIVE: To determine the association between transgender or gender-questioning identity and cyberbullying victimization in a diverse national sample of early adolescents in the United States. METHODS: We analyzed cross-sectional data from the Adolescent Brain Cognitive Development Study (year 3, 2019-2021, 11-14 years old, 48.8% female, 47.6% racial and ethnic minority). Logistic regression analyses were conducted to estimate the associations between transgender or gender-questioning identity and lifetime cyberbullying victimization, adjusting for sociodemographic confounders. RESULTS: In a sample of 9989 adolescents (1.0% transgender, 1.1% gender-questioning), both transgender (odds ratio [OR] 2.24, 95% confidence interval [CI] 1.22-4.10) and gender-questioning (OR 1.91, 95% CI 1.05-3.47) adolescents had greater odds of cyberbullying victimization compared to their cisgender peers. There was no evidence of significant effect modification of the association between transgender identity and cyberbullying victimization by sex assigned at birth. CONCLUSIONS: Transgender and gender-questioning early adolescents experience higher rates of cyberbullying victimization than their cisgender peers. Future research could investigate the risk and protective factors for cyberbullying in gender minority adolescents.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it