000			02032nam a22001577a 4500
999			_c520650 _d520650
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100			_aMittleman, Joel _934684
245			_aIntersecting the academic gender gap: The education of lesbian, gay, and bisexual America
260			_aAmerican Sociological Review
300			_a87(2), Apr, 2022: p.303-335
520			_aAlthough gender is central to contemporary accounts of educational stratification, sexuality has been largely invisible as a population-level axis of academic inequality. Taking advantage of major recent data expansions, the current study establishes sexuality as a core dimension of educational stratification in the United States. First, I analyze lesbian, gay, and bisexual (LGB) adults’ college completion rates: overall, by race/ethnicity, and by birth cohort. Then, using new data from the High School Longitudinal Survey of 2009, I analyze LGB students’ performance on a full range of achievement and attainment measures. Across analyses, I reveal two demographic facts. First, women’s rising academic advantages are largely confined to straight women: although lesbian women historically outpaced straight women, in contemporary cohorts, lesbian and bisexual women face significant academic disadvantages. Second, boys’ well-documented underperformance obscures one group with remarkably high levels of school success: gay boys. Given these facts, I propose that marginalization from hegemonic gender norms has important—but asymmetric—impacts on men’s and women’s academic success. To illustrate this point, I apply what I call a “gender predictive” approach, using supervised machine learning methods to uncover patterns of inequality otherwise obscured by the binary sex/gender measures typically available in population research. – Reproduced
650			_aEducation, Gender and sexuality, Stratification, Pay and lesbian studies. _933497
773			_aAmerican Sociological Review
906			_aTRANSGENDERS
942			_cAR