| Jennifer Pearson
Wichita State University
The Long-Term Educational Attainment of Same-Sex Attracted Students: The Role of High School Performance, School Context, and Educational Pathways
Existing research has demonstrated that, on average, same-sex attracted youth have poorer academic performance in high school compared to their other-sex attracted peers, and they leave high school less prepared for postsecondary education. Furthermore, this educational disadvantage may be exacerbated in some school climates. Until now, however, no data have been available to track the long-term educational consequences of high school underperformance among sexual minority students. This study will use four waves of data from the National Longitudinal Study of Adolescent Health (Add Health) to consider how the experience of same-sex attraction in adolescence and during the transition to adulthood impacts college completion among young adults. This study will add to our knowledge about the educational experiences and success of sexual minority students by 1) investigating the link between same-sex attraction and educational attainment, which may vary by the timing and continuity of same-sex attraction from adolescence to adulthood; 2) identifying points along pathways to college completion where same-sex attracted students either fall further behind or demonstrate resiliency; 3) investigating mechanisms for any disadvantages in college completion among young adults who have experienced same-sex attraction, including high school graduation status and college enrollment patterns; and 4) considering how four-year college completion may vary by high school and college context. By demonstrating how, when, and in what contexts sexual minority students fall behind or succeed, this research has implications for creating schools that support the success and well being of all students.
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