Feldman Steven, Watson Ryan J, Gallik Connor
Department of Higher Education & Student Affairs, University of Connecticut, Storrs, CT.
Department of Human Development and Family Sciences, University of Connecticut, Storrs, CT.
Educ Rev (Birm). 2022;74(2):281-297. doi: 10.1080/00131911.2020.1816907. Epub 2020 Sep 17.
Lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) youth report hostile school climates and sexuality-based harassment, but scholarship has not clearly documented how these climates might be associated with college aspirations among this population. Given college has become a common aspiration for many high school youths, we sought to explore subgroup differences in college aspirations among LGBTQ youth, and whether or not LGBTQ-specific community factors, such as Gender Sexuality Alliances (GSA) presence and teacher support, were related to college aspirations. To do this, we analyzed a large sample (N = 11,327, Mage = 15.57) of LGBTQ youth from across the United States. We compared college aspirations across subgroups of youth via bivariate and multivariable logistic regression models to explore how school factors (i.e., presence of GSAs and LGBTQ-specific teacher supportiveness) were associated with college aspirations among LGBTQ youth. We found that transgender youth were less likely to aspire to go to college compared to cisgender counterparts. Additionally, more common sexual minority subgroups (e.g., gay/lesbian) were less likely to aspire to go to college compared to their counterparts with more emergent identity labels (e.g., asexual, queer). The presence of GSAs and higher reports of LGBTQ-supportive teachers were associated with increased odds of aspiring to go to college across all LGBTQ youth in our sample. These findings have implications for how schools and teachers prepare sexual and gender minorities for college. The findings imply that LGBTQ populations should not be treated as monolithic in their college readiness, preparation, and aspirations.
女同性恋、男同性恋、双性恋、跨性别及酷儿/疑问群体（LGBTQ）的青少年报告称学校氛围充满敌意，且存在基于性取向的骚扰行为，但学术研究尚未明确记录这些氛围如何与该群体的大学抱负相关联。鉴于上大学已成为许多高中生的普遍愿望，我们试图探究LGBTQ青少年在大学抱负方面的亚组差异，以及LGBTQ特定的社区因素，如性别性取向联盟（GSA）的存在和教师支持，是否与大学抱负相关。为此，我们分析了来自美国各地的大量LGBTQ青少年样本（N = 11327，平均年龄Mage = 15.57岁）。我们通过双变量和多变量逻辑回归模型比较了不同亚组青少年的大学抱负，以探讨学校因素（即GSA的存在和LGBTQ特定的教师支持度）如何与LGBTQ青少年的大学抱负相关联。我们发现，与顺性别同龄人相比，跨性别青少年上大学的抱负较低。此外，与具有更多新兴身份标签（如无性恋、酷儿）的同龄人相比，更常见的性少数亚组（如男同性恋/女同性恋）上大学的抱负较低。在我们的样本中，GSA的存在以及对LGBTQ支持的教师的更高报告与所有LGBTQ青少年上大学抱负增加的几率相关。这些发现对学校和教师如何为性少数和性别少数群体准备上大学具有启示意义。研究结果表明，在大学准备、筹备和抱负方面，不应将LGBTQ群体视为一个整体。
