Sexual Orientation and Outcomes in College

Autor/in	Carpenter, Christopher S.
Titel	Sexual Orientation and Outcomes in College
Quelle	In: Economics of Education Review, 28 (2009) 6, S.693-703 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2007.10.010
Schlagwörter	Females; Sexual Orientation; Homosexuality; Student Surveys; College Environment; Student Experience; Minority Groups; Gender Differences; Correlation; Outcomes of Education; Educational Indicators; Comparative Analysis; College Students + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Sexuelle Orientierung; Homosexualität; Schülerbefragung; Hochschulumwelt; Studienerfahrung; Ethnische Minderheit; Geschlechterkonflikt; Korrelation; Lernleistung; Schulerfolg; Educational indicato; Bildungsindikator; Collegestudent
Abstract	It has been well documented that sexual minority individuals are significantly more likely to be college educated than heterosexual individuals [Black, D., Gates, G., Sanders, S., & Taylor, L. (2000). Demographics of the gay and lesbian population in the United States: Evidence from available systematic data sources. "Demography," 37(2), 139-154; and others]. Yet there is very little scholarship on the experiences of sexual minorities "in college." We discuss several ways that sexual orientation could matter for college outcomes, and we provide the first empirical evidence on this question by using confidential data on over 40,000 students from the 1997, 1999, and 2001 waves of the Harvard College Alcohol Study. We identify sexual minorities by using responses to questions about the sex of the respondent's lifetime sex partners. After conditioning on observable demographic characteristics and institution fixed effects, we find that (compared to their heterosexual peers): (1) gay males have higher college grade point averages and perceive their academic work as more important; (2) gay and bisexual males are more likely to report the presence of a faculty member or administrator with whom they could discuss a problem; and (3) gay and bisexual males place more importance on participating in student organizations, volunteer activities, the arts, and politics. Among females, we find that: (1) bisexual females are less satisfied with the education they are receiving, spend less time studying, and perceive their academic work as less important; and (2) lesbian and bisexual females place more importance on participation in the arts and politics. These patterns suggest important and complex relationships between sexual orientation and college outcomes. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10