Intersecting Sexuality and Gender: STEM Confidence, Preparation and Aspirations Among American High Schoolers

• In Event: 40820 - Section on Sociology of Sex and Gender Roundtables
  In Refereed Roundtable (60 minute): Table 13: Gender and Education

Abstract

Sociologists have demonstrated that the gender gap in STEM varies across race/ethnicity, socioeconomic status, and school contexts; however, little research has explored an increasingly visible axis of social identity—sexuality—which is inherently intertwined with gender. To address this gap, this study examines the relationship between sexual orientation and a series of STEM educational outcomes using data from the High School Longitudinal Study of 2009. Model results reveal that, compared to straight men, gay men had higher STEM GPAs and took more STEM courses but were less likely to aspire to a STEM major. In contrast, bisexual men exhibited higher STEM aspirations despite having similar STEM qualifications. Among women, lesbian and straight women had comparable STEM GPAs and course credits, while bisexual women had significantly lower GPAs and credits. However, no significant differences in STEM aspirations were observed among these groups. Further analyses of STEM confidence and identity suggest differential sexual orientation patterns between math and science. These findings highlight the importance of considering both gender and sexuality in shaping educational and occupational trajectories.

Author

• Rui Cao, The Ohio State University