Understanding the Educational Attainment of Sexual Minorities

No previous national study has analyzed sexual minority disparities in high school completion, college enrollment, or college completion among U.S. teens or young adults. Using Add Health data, we document the relationship between adult sexual orientation and high school graduation, college enrollment, and college completion. Many sexual minority respondents experienced disadvantages in adolescent academic achievement, school experiences, and social environments. This translates into educational attainment in complex, gendered ways. In contrast to some previous work, we find that the socially privileged completely heterosexual identity only predicts higher educational attainment for women, while for men it is a liability. Mostly heterosexual and gay identities are educationally beneficial for men but not women, and there are college completion disparities between gay and mostly heterosexual women and their completely heterosexual counterparts. Bisexual respondents, especially women, have particularly problematic educational outcomes. Adolescent experiences, attitudes, and social contexts explain some of these relationships