Mollborn Stefanie, Everett Bethany
University of Colorado Boulder.
University of Illinois at Chicago.
Res Soc Stratif Mobil. 2015 Sep;41:40-55. doi: 10.1016/j.rssm.2015.04.004.
National studies have not analyzed sexual identity disparities in high school completion, college enrollment, or college completion in the United States. Using Add Health data, we document the relationship between adult sexual orientation and each of these outcomes. Many sexual minority respondents experienced disadvantages in adolescent academic achievement, school experiences, and social environments. This translates into educational attainment in complex, gendered ways. We find that the socially privileged completely heterosexual identity predicts higher educational attainment for women, while for men it is often a liability. Mostly heterosexual and gay identities are educationally beneficial for men but not women. There are college completion disparities between gay and mostly heterosexual women and their completely heterosexual counterparts. Bisexual respondents, especially women, have particularly problematic outcomes. Adolescent experiences, attitudes, and social contexts explain some of these differences. From adolescence through college, sexual minority groups, but especially females, need intervention to reduce substantial educational disparities.
美国的全国性研究尚未分析过在高中完成学业、大学入学或大学毕业方面的性取向差异。利用“青少年健康纵向研究”（Add Health）的数据，我们记录了成人性取向与上述各项结果之间的关系。许多性少数群体受访者在青少年学业成绩、学校经历和社会环境方面都遭遇了不利处境。这以复杂的、带有性别色彩的方式转化为教育成就。我们发现，享有社会特权的完全异性恋身份对女性的教育成就有更高的预测性，而对男性而言，这往往是一种不利因素。多数异性恋和同性恋身份对男性在教育方面有益，但对女性并非如此。女同性恋者和多数异性恋女性与她们完全异性恋的同龄人之间在大学毕业方面存在差异。双性恋受访者，尤其是双性恋女性，有着特别成问题的结果。青少年经历、态度和社会环境解释了其中一些差异。从青少年时期到大学阶段，性少数群体，尤其是女性，需要干预措施来减少巨大的教育差距。
