First-Gen Queer and Trans Validation: Structural Relationships Examining Institutional Agents, School Engagement, and College Enrollment

• In Event: Using Large-Scale Education Data to Advance Intersectional Policies and Practices for Queer and Trans Students

Abstract

Purpose
Across the educational pipeline, research has demonstrated the hostile climates that QT students experience (Kosciw, et al., 2020; Rankin et al., 2019). These experiences are exacerbated at the intersections of minoritized identities (Jackson et al., 2021), including first generation (1stGen) QT students who indicate higher levels of hostility in education (Garvey et al., 2015). One key factor contributing to hostile QT climates is institutional agents' lack of knowledge around gender and sexuality (Linville, 2021; Renn, 2010). As such, our study seeks to answer the following research question using data from HSLS:09;
1. Do institutional agents impact first-generation queer and trans college student’s post-secondary enrollment?

Theoretical Framework
In response to Lange and colleagues’ (2019) call for centering QT ways of being and knowing, we engage in this study through a queer theory lens (Coloma, 2006) alongside Kitchen and colleagues’ (2021) ecological validation model of student success. Overlaying these two frames allows us as QT scholars to disrupt compulsory cisheterosexuality within student success and examine how institutional agents can seek to improve the conditions, experiences, and outcomes for 1stGen QT students (Garvey, 2020).

Methods
Using data from HSLS:09, our sample consisted of students who identified as 1stGen and QT students (n = 482). In alignment with our framework, we selected two variables that operationalize support of QT students: 1) talked to parents (mother and father) and/or 2) talked to school personnel (teachers and counselors) about attending college (1 = yes; 0 = no). We also included a latent factor developed by HSLS:09 to operationalize students’ school engagement.
We utilized path analysis to examine the direct and indirect associations between institutional agents, school engagement, GPA, and college enrollment. The analysis was conducted in R version 4.1.1 using maximum likelihood (ML) estimation to handle missing data. Overall goodness-of-fit was evaluated using multiple fit indices that provide a conservative and reliable evaluation of the model (Brown, 2015).

Results
Two direct pathways in the model were significant (Figure 1). Both talking to parents about college (β = 0.067, p < 0.05) and high school GPA (β = 0.219, p < 0.001) had a positive association with QT student college enrollment. Regarding indirect relationships, school engagement had a positive relationship with high school GPA (β = 0.208, p < 0.001). There was also a positive relationship between talking to parents about college and school engagement (β = 0.174, p < 0.05).

Scholarly Significance
This study contributes to the dearth in research concerning 1stGen QT students. Our results regarding school engagement and college enrollment indicate that talking with parents about college is crucial for 1stGen QT students. The lack of impact from institutional agents signals the need for adequate training to validate 1stGen QT students. Institutional agents must advocate for affirming spaces that encourage school engagement and a college going ethos to increase college enrollment. Analyzing these factors that impact post-secondary enrollment helps illuminate the criticality of validating 1stGen QT students’ experiences.

Authors

• Angel D. Gonzalez, California State University - Fresno
  Presenting Author

• Pearl Lo, University of Maryland
  Presenting Author

• Jude Paul Matias Dizon, California State University - Stanislaus
  Presenting Author

• Taylor Lewis, University of Michigan
  Presenting Author

• Danielle N. Aguilar, University of Colorado - Boulder
  Presenting Author

• Jason C. Garvey, University of Vermont
  Presenting Author