Advanced Math and Science Course-Taking among Sexual Minority High School Students

• In Event: 087 - Regular Session. Education and Gender: Gendered STEM Education

Abstract

The United States struggles to attract and retain diverse talent in academic and career fields in science, technology, engineering, and mathematics (STEM). Though research continues to shed light on gender and racial disparities in these fields, we know very little about the STEM participation and persistence of sexual minorities. Our study explores differences in the STEM-related patterns of sexual minority and heterosexual students as they complete high school. Using nationally-representative longitudinal data, we examine differences in high school course-taking in math and science by sexual orientation and gender. Overall, results suggest that sexual minority students are less likely to complete advanced coursework in math and science in high school, courses that are key to future participation and success in the STEM pipeline. Findings suggest that this may be primarily due to lower overall academic performance by sexual minority students, who are not less likely to complete advanced math and science courses after accounting for their overall academic performance. Interestingly, despite the gendered legacy of STEM-related courses and the link between gender and sexuality, we find no differences by gender in the association between sexual orientation and math and science course-taking. However, course-taking disparities in math and science are not universal across subjects – sexual minority students are not less likely to earn credit for advanced courses in foreign language and English in high school. Future analyses will explore how these patterns may vary across school contexts, as school cultures vary in ways that shape the success of sexual minority students.

Authors

• Jennifer Pearson, Wichita State University

• Lindsey Wilkinson, Portland State University

• Michael Gottfried, University of California-Santa Barbara