Chávez, Carlos2022-02-222022-02-222021-02https://hdl.handle.net/11299/226480This is a Plan B paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Educational Psychology, Quantitative Methods in Education.Students identify race/ethnicity and gender expression as being two prominent reasons for being harassed or bullied. As expected, these incidents are prominent among students who are not White and are gender nonconforming. The intersection of race/ethnicity and gender expression plays a key role in investigating the use of social-emotional learning as a means to prevent bullying victimization. Through a large-scale statewide student survey, I explore these associations, including the moderating effects of family/community and teacher/school supports. I find the likelihood of being bullied because of race/ethnicity or gender identity are reduced as supports increase. I explore implications for practitioners, regarding the role of increased supports and the complexities of race/ethnicity and gender expression.enThesis or Dissertation