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School Experiences and Educational Opportunities for LGBTQ Students

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Handbook of the Sociology of Education in the 21st Century

Part of the book series: Handbooks of Sociology and Social Research ((HSSR))

Abstract

This chapter provides an overview of empirical research on the educational experiences and opportunities of LGBTQ students in U.S. K–12 and postsecondary institutions, situating this research within theoretical frameworks that emphasize heteronormativity, gendered sexual socialization, and minority stress. We begin with a historical overview of research on LGBTQ students in U.S. schools and discuss conceptualization and measurement issues inherent in studying sexual orientation and gender identity. After reviewing the educational experiences and outcomes of LGBTQ students and the consequences of heteronormative school contexts, we discuss policies, programs, and supportive school environments associated with greater well-being and academic success among LGBTQ youth. Throughout the chapter, we emphasize the unique experiences of gender minority students, relative to sexual minority students, as well as the complex interplay of sexuality and gender identity. We conclude with a discussion of remaining barriers to equal educational opportunity for LGBTQ students and provide suggestions for future research.

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  1. Wichita State University, Wichita, KS, USA

    Jennifer Pearson

  2. Portland State University, Portland, OR, USA

    Lindsey Wilkinson

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    Barbara Schneider

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Pearson, J., Wilkinson, L. (2018). School Experiences and Educational Opportunities for LGBTQ Students. In: Schneider, B. (eds) Handbook of the Sociology of Education in the 21st Century. Handbooks of Sociology and Social Research. Springer, Cham. https://doi.org/10.1007/978-3-319-76694-2_9

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