Sexual minority students such as those identifying as lesbian, gay, or bisexual, as well as those identifying with emerging self-labels (e.g., queer) face a host of risk factors in high school that can potentially compromise educational excellence, particularly in rigorous academic disciplines. The current study advances the area of diversity within science, technology, engineering, and mathematics (STEM) education by empirically exploring the question: Is there a gap in STEM education participation based on sexual minority status? After reviewing the relevant research, we employed hierarchical linear modeling to explore advanced math and science coursetaking patterns among a nationally representative sample of students from the National Longitudinal Study of Adolescent Health. Results of this initial exploratory study suggest that advanced math and science course-taking does not vary significantly based on sexual minority status once a host of individual and school factors are included. The null findings advance the discussion of equity and excellence in STEM education as it relates to vulnerable populations. The article ends with a discussion of limitations and directions for future research.
Latinx sexual‐ and gender‐ minority (SGM) immigrants experience stress across multiple axes of identity, which can lead to negative health consequences. Using an intersectional–cultural theory of stress, the current study sampled 194 Latinx SGM immigrants to examine the association between intersectional discrimination (i.e., race‐ and sexual orientation–based), acculturative stress, symptoms related to posttraumatic stress disorder (PTSD), and somatic distress. We used moderated hierarchical linear regression analysis to determine whether social support moderated the associations among intersectional discrimination, acculturative stress, and PTSD symptoms. The results showed that after controlling for time in the United States, PTSD symptoms were associated with intersectional discrimination, β = .57, SE = 3.14, p < .001, and acculturative stress, β = .42, SE = 2.47, p < .001, at higher levels of social support. The variability in outcome explained by the variables of interest was approximately 47%. These findings offer important and timely data that can inform future research and clinical applications in this underserved and understudied community.
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