Pearson Jennifer, Wilkinson Lindsey
a Department of Sociology , Wichita State University , Wichita , Kansas , USA.
b Department of Sociology , Portland State University , Portland , Oregon , USA.
J Homosex. 2017;64(4):538-576. doi: 10.1080/00918369.2016.1194114. Epub 2016 May 26.
Research finds lower levels of academic performance among sexual minority high school students, but some studies suggest sexual minorities have higher levels of educational attainment in adulthood. To further our understanding of how and why sexual orientation is associated with educational success, this study turns attention to the pathways to college completion, examining points along educational trajectories in which sexual minorities fall behind or surpass their heterosexual peers. Using data from the National Longitudinal Study of Adolescent to Adult Health, we find that sexual minority women are less likely than women with no same-sex sexuality to complete college, in part due to their high school performance and transition into college. Men who experience same-sex sexuality only in adolescence struggle in high school, but men who experience same-sex sexuality for the first time in adulthood are more likely to earn a college degree than men who do not experience same-sex sexuality.
研究发现，性少数群体的高中生学业成绩较低，但一些研究表明，性少数群体在成年后的教育程度较高。为了进一步了解性取向与教育成功之间的关联方式及原因，本研究将注意力转向大学毕业的途径，考察性少数群体在教育轨迹上落后或超越其异性恋同龄人之处。利用青少年到成人健康全国纵向研究的数据，我们发现，性少数群体女性比没有同性性行为的女性完成大学学业的可能性更小，部分原因在于她们的高中成绩以及向大学过渡的情况。仅在青春期经历过同性性行为的男性在高中阶段学业困难，但成年后首次经历同性性行为的男性比没有经历过同性性行为的男性更有可能获得大学学位。
