What do we know about LGBQ+ college student academic experiences and outcomes?
What do we know about LGBQ+ college student academic experiences and outcomes?
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DOI：
10.1111/soc4.12862
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发表时间：
2021-02-25
影响因子：
2.7
通讯作者：
Hagaman, Natasha
中科院分区：
文献类型：
--
作者：
Beattie, Irenee R.;Van Dyke, Nella;Hagaman, Natasha
尽管人们认识到女同性恋、男同性恋、双性恋和酷儿（LGBQ+）年轻人面临着与他们的性身份相关的挑战，但关于教育不平等的研究直到最近才开始调查他们的学术经历和大学成绩。之前的工作主要集中在大学期间的社会和课外经历或K-12环境中LGBQ+学生的学业成绩。在这篇文章中，我们回顾了越来越多关于LGBQ+大学生学业成绩的社会科学文献。我们的研究的一个优势是我们整合了影响LGBQ+学生成绩的个人、人际和制度特征和经历的研究。在回顾文献时，我们发现了一些方法和理论上的局限性，例如在定义和概念化LGBQ+身份和经历方面缺乏准确性和一致性，以及对种族，阶级和性别交叉点的关注有限。我们提供了一些解决这些限制的方法，并提出了一个理论框架，有望为未来对LGBQ+大学生结果的研究增加清晰度和进一步的可靠性。最后，提出了今后研究的方向。
In spite of recognition that lesbian, gay, bisexual, and queer+ (LGBQ+) young adults face challenges associated with their sexual identities, research on inequality in education has only recently begun examining their academic experiences and outcomes in college. Prior work has mainly focused on social and extracurricular experiences during college or academic outcomes among LGBQ+ students in K-12 settings. In this article, we review the growing body of social science literature on LGBQ+ college students' academic outcomes. A strength of our review is our integration of research on individual, interpersonal, and institutional characteristics and experiences that influence LGBQ+ student outcomes. In reviewing the literature, we identify a number of methodological and theoretical limitations, such as a lack of precision and consistency in defining and conceptualizing LGBQ+ identities and experiences and limited attention to intersections with race, class, and gender. We offer some solutions to these limitations and present a theoretical framework that promises to add clarity and further reliability to future research on LGBQ+ college student outcomes. We conclude by suggesting directions for future research.