Intersecting the Academic Gender Gap: The Education of Lesbian, Gay, and Bisexual America.

Autor/in	Mittleman, Joel
Titel	Intersecting the Academic Gender Gap: The Education of Lesbian, Gay, and Bisexual America. Gefälligkeitsübersetzung: Die Überschneidung des akademischen Geschlechtergefälles: Die Bildung der lesbischen, schwulen und bisexuellen Amerikaner.
Quelle	In: American sociological review, 87 (2022) 2, S. 303-335Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0003-1224; 1939-8271
DOI	10.1177/00031224221075776
Schlagwörter	Bildungszugang; Identität; Junge; Frau; Frau; Homosexualität; Identität; Junge; Mädchen; Mann; Sexualität; Studienerfolg; USA; Schulerfolg; Hochschulbildung; Promotion; Ungleichheit; Bildungsabschluss; Quote; Minderheit; Bildungsabschluss; Schulerfolg; Ungleichheit; Homosexualität; Sexualität; Hochschulbildung; Promotion; Studienerfolg; Master-Studiengang; Bachelor-Studiengang; Quote; Hochschulabsolvent; Minderheit; Mann; Mädchen; USA
Abstract	"Although gender is central to contemporary accounts of educational stratification, sexuality has been largely invisible as a population-level axis of academic inequality. Taking advantage of major recent data expansions, the current study establishes sexuality as a core dimension of educational stratification in the United States. First, I analyze lesbian, gay, and bisexual (LGB) adults' college completion rates: overall, by race/ethnicity, and by birth cohort. Then, using new data from the High School Longitudinal Survey of 2009, I analyze LGB students' performance on a full range of achievement and attainment measures. Across analyses, I reveal two demographic facts. First, women's rising academic advantages are largely confined to straight women: although lesbian women historically outpaced straight women, in contemporary cohorts, lesbian and bisexual women face significant academic disadvantages. Second, boys' well-documented underperformance obscures one group with remarkably high levels of school success: gay boys. Given these facts, I propose that marginalization from hegemonic gender norms has important-but asymmetric-impacts on men's and women's academic success. To illustrate this point, I apply what I call a 'gender predictive' approach, using supervised machine learning methods to uncover patterns of inequality otherwise obscured by the binary sex/gender measures typically available in population research." (Author's abstract, IAB-Doku).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2022/3