STEM Education and Sexual Minority Youth: Examining Math and Science Coursetaking Patterns among High School Students

Autor/inn/en	Gottfried, Michael; Estrada, Fernando; Sublett, Cameron
Titel	STEM Education and Sexual Minority Youth: Examining Math and Science Coursetaking Patterns among High School Students
Quelle	In: High School Journal, 99 (2015) 1, S.66-87 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1498
DOI	10.1353/hsj.2015.0018
Schlagwörter	Sexual Identity; Sexual Orientation; Homosexuality; Minority Group Students; Hierarchical Linear Modeling; Longitudinal Studies; Course Selection (Students); STEM Education; Mathematics Instruction; Science Instruction; Educational Environment; Equal Education; Adolescents; Student Characteristics; Family Characteristics; Grade Point Average; Scores; Statistical Analysis; Gender Differences; Racial Differences; Ethnic Groups; Socioeconomic Status; Stress Variables; Drug Abuse; Religion; Regression (Statistics); Educational Attainment; National Longitudinal Study of Adolescent Health + Suchen Sie Ihr Suchwort? Geschlechtsidentität; Sexuelle Identität; Sexuelle Orientierung; Homosexualität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Course selection; Student; Students; Kurswahl; STEM; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Statistische Analyse; Geschlechterkonflikt; Rassenunterschied; Ethnie; Socio-economic status; Sozioökonomischer Status; Regression; Regressionsanalyse; Bildungsabschluss; Bildungsgut
Abstract	Sexual minority students such as those identifying as lesbian, gay, or bisexual, as well as those identifying with emerging self-labels (e.g., queer) face a host of risk factors in high school that can potentially compromise educational excellence, particularly in rigorous academic disciplines. The current study advances the area of diversity within science, technology, engineering, and mathematics (STEM) education by empirically exploring the question: Is there a gap in STEM education participation based on sexual minority status? After reviewing the relevant research, we employed hierarchical linear modeling to explore advanced math and science course-taking patterns among a nationally representative sample of students from the National Longitudinal Study of Adolescent Health. Results of this initial exploratory study suggest that advanced math and science course-taking does not vary significantly based on sexual minority status once a host of individual and school factors are included. The null findings advance the discussion of equity and excellence in STEM education as it relates to vulnerable populations. The article ends with a discussion of limitations and directions for future research. (As Provided).
Anmerkungen	University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01