Ueno Koji, Roach Teresa A, Peña-Talamantes Abráham E
Department of Sociology, Florida State University, USA.
Department of Sociology, Florida State University, USA.
Adv Life Course Res. 2013 Jun;18(2):127-40. doi: 10.1016/j.alcr.2012.09.002. Epub 2012 Oct 3.
Previous studies have shown that sexual minorities and heterosexuals differ in the level of success in educational attainment. Because these studies treated sexual orientation as a static trait, they could not address how the dynamic aspect of sexual orientation impacts educational attainment. This study seeks to answer this question while focusing on sexual contact as an indicator of sexual orientation and highest educational degree obtained by young adulthood as an attainment outcome. Ordered logistic regression analysis was conducted using US data (the National Longitudinal Study of Adolescent Health or "Add Health," Waves 1-4). Among women, those who report same-sex contact obtain lower educational degrees than those without such contact regardless of its timing and continuity. Among men, those who report their first same-sex contact in young adulthood obtain higher degrees than others. These associations are explained by self-exploratory attitudes, depressive symptoms, and academic performance and expectations. These results help understand how same-sex sexual development creates opportunities and constraints in the educational attainment process, thereby extending the existing attainment literature, which concentrates on implications of heterosexual development.
以往的研究表明，性少数群体和异性恋者在教育成就的成功水平上存在差异。由于这些研究将性取向视为一种静态特征，它们无法探讨性取向的动态方面如何影响教育成就。本研究旨在回答这个问题，同时将性接触作为性取向的一个指标，并将青年期获得的最高教育程度作为成就结果。使用美国数据（青少年健康全国纵向研究或“Add Health”，第1 - 4波）进行有序逻辑回归分析。在女性中，报告有同性接触的人获得的教育程度低于没有此类接触的人，无论接触的时间和持续性如何。在男性中，报告在青年期首次有同性接触的人获得的学位高于其他人。这些关联可以通过自我探索态度、抑郁症状以及学业成绩和期望来解释。这些结果有助于理解同性性发展如何在教育成就过程中创造机会和限制，从而扩展了现有的成就文献，后者主要关注异性恋发展的影响。
