Disparities are not uniform: some gender- and sexual-minority groups report equal or better school experiences than majority peers (e.g., Black transgender students, Cambodian gay/lesbian students)¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person · recheck by 2026: baselines and conditions change

Subclaims¶

q2 i? Black or African American transgender students reported more opportunities for meaningful participation (34% vs. 29–30%) than other Black or African American students, and Cambodian gay/lesbian students reported more positive supports and outcomes than their straight peers. → Cerna 2021

Evidence¶

Cerna 2021¶

Cerna, R., Stern, A., Austin, G., Betz, J., Zhang, G., & Hashmi, S. (2021). Understanding the experiences of LGBTQ high school students in California by race/ethnicity. WestEd. https://www.wested.org/resources/lgbtq-students-in-california/

q2 · i? · associational · r2

Descriptive exceptions reported in the Asian-group section of the CHKS 2017–19 analysis (Tables 13a–13c), alongside the report's finding that Black or African American transgender students reported meaningful participation at 34% versus 29–30% among other Black or African American students (Table 5). Percentages only.

"Cambodian students who identify as gay/lesbian were more likely to report being held to high expectations, opportunities for meaningful participation at school, promotion of parental involvement at school, high GPA, academic motivation, and sense of school connectedness than their straight peers."

Discussion¶

Related Claims¶

• Transgender, gay/lesbian, bisexual, and 'something else' students report significantly poorer outcomes than non-transgender and straight peers on all 14 measures — reports the opposite
• Students unsure about their gender identity or sexual orientation fall between LGBTQ and non-LGBTQ peers on supports and well-being — related
• Equalizing perceived supports and safety would reduce gay/lesbian/bisexual versus straight disparities in connectedness by 90-100 percent and other disparities by half — related
• Adjusting for perceived school supports and safety eliminates the transgender/non-transgender school connectedness gap and halves mental health, motivation, and middle school performance gaps — related
• Transgender students are more than twice as likely as non-transgender peers to report bullying, harassment, and fear of physical violence — related
• After school-wide positive and restorative discipline training, Black-White and LGBTQ-straight differences in perceived bullying converged at one majority-minority school — related
• Transgender students in every race/ethnicity group report harassment at least twice the rate of non-transgender peers (60%+ vs. 32% or less) — related
• Transgender students report substantially fewer school supports than non-transgender peers, especially caring adult relationships and high expectations — related
• Across nearly all race/ethnicity groups, transgender high school students report fewer school supports, lower safety, lower motivation, and lower connectedness than non-transgender peers — reports the opposite
• Transgender students across all race/ethnicity groups report suicide ideation at 45–57%, versus no more than 20% of non-transgender students — related
• Bisexual students in every race/ethnicity group report chronic sadness at more than twice the rate of straight students — related