College Aspirations, Gender Sexuality Alliances, and Teacher Support among Diverse LGBTQ Youth

Autor/inn/en	Feldman, Steven; Watson, Ryan J.; Gallik, Connor
Titel	College Aspirations, Gender Sexuality Alliances, and Teacher Support among Diverse LGBTQ Youth
Quelle	In: Educational Review, 74 (2022) 2, S.281-297 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2020.1816907
Schlagwörter	Academic Aspiration; LGBTQ People; Educational Environment; Bullying; College Attendance; High School Students; Social Support Groups; Teacher Influence; Clubs; Correlation; At Risk Students; Racial Differences; Ethnicity; Gender Differences; Sexual Identity; Connecticut + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Mobbing; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Social support; Soziale Unterstützung; Club; Klub; Korrelation; Rassenunterschied; Ethnizität; Geschlechterkonflikt; Geschlechtsidentität; Sexuelle Identität
Abstract	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 analysed a large sample (N = 11,327, M[subscript age] = 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01