Limited research considers the diversity of experience across gender identity and sexual orientation during the transition from high school to college. Drawing on the results of a large-scale survey of California high school seniors, we examine LGBTQ+ students’ high school experiences and college expectations, including their concerns about college prior to matriculation. Findings reveal there is a statistically significant difference between the high school experiences of cisgender heterosexual students and LGBTQ+ students, who, on average, report less positive experiences and substantially higher rates of identity-based bullying. Moreover, LGBTQ+ students maintained higher levels of worry about discrimination compared to their counterparts, with binary-identifying transgender students more likely to report discrimination concerns compared to nonbinary and other gender diverse students. Despite heightened concerns about discrimination, LGBTQ+ students maintained elevated educational aspirations, including higher rates of planned four-year enrollment and advanced degree pursuit. These results carry implications for California education policy, including the need for targeted anti-bullying interventions and the continued collection and disaggregation of data by gender identity and sexual orientation.
Navigating the Transition to College: LGBTQ+ Students’ High School Experiences and Academic Plans
This report examines LGBTQ+ students’ high school experiences and how these may influence their college plans. It highlights both challenges in school climate and students’ strong aspirations for postsecondary education.
