Inequities in Educational and Psychological Outcomes Between LGBTQ and Straight Students in Middle and High School

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This study finds that, compared with straight-identified youth, youth who identify as lesbian, gay, bisexual, transgender, or questioning (LGBTQ) are at greater risk of suicidal thoughts, suicide attempts, victimization by peers, and elevated levels of unexcused absences from school. Results disaggregated by LGBTQ subgroups reveal heterogeneity within the broad LGBTQ group, with bisexual youth appearing to be particularly at risk. Also, although the risk gaps in school belongingness and unexcused absences are significant in high school, we find that these gaps are significantly greater in middle school, suggesting heightened early risk for LGBTQ-identified students. By raising awareness of educational inequities related to LGBTQ identification, this study lays the descriptive groundwork for interventions aimed at improving psychological and educational outcomes for these students.

JOSEPH P. ROBINSON is an assistant professor of quantitative and evaluative research methodologies at the University of Illinois, Urbana- Champaign, Department of Educational Psychology, 210F Education Building, 1310 S. Sixth Street, Champaign, IL 61820; jpr{at}illinois.edu. His research focuses on causal inference and quasi-experimental designs, policy analysis and program evaluation, and issues related to educational equity and access.

DOROTHY L. ESPELAGE is a professor of educational psychology at the University of Illinois, Urbana-Champaign, Department of Educational Psychology, 226A Education Building, 1310 S. Sixth Street, Champaign, IL 61820; espelage{at}illinois.edu. Her research focuses on bullying and peer victimization, homophobic teasing, and sexual harassment among adolescents.

Received October 27, 2010. Revision received April 7, 2011. Revision received August 7, 2011. Accepted August 8, 2011. © 2011 American Educational Research Association

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