代际教育流动性是否因性别认同而有所不同? 对五个经合组织国家进行比较分析
Diederik Boertien1, Francisco Perales2, Léa Pessin3
1Centre d'Estudis Demogràfics (CED-CERCA), Bellaterra, Barcelona, Spain.
概括
与异性恋者相比,同性恋者表现出更高的教育程度,因为他们有更高的上升能力. 双性恋个体的结果与异性恋个体的结果相似,移动模式因国家和性别而异.
科学领域:
- 社会学 社会学 社会学
- 经济学 经济学 经济学
- 公共卫生 公共卫生
背景情况:
- 性别和性别少数群体经常面临健康和社会经济上的不便.
- 女同性恋,男同性恋和双性恋 (LGB) 个体的教育成果在研究中不一致.
- 社会分层框架可以揭示教育流动方面的差异.
研究的目的:
- 调查跨性别身份的跨世代教育流动性.
- 分析性认同和性别如何与教育成就相互作用.
- 探索五个经合组织国家LGB个人的教育流动的变化.
主要方法:
- 利用了来自五个经济合作与发展组织 (OECD) 国家的代表性调查数据.
- 采用基于回归的经验规范.
- 应用粗化精确匹配,以便进行可靠的比较分析.
主要成果:
- 在所有研究的国家中,同性恋者比异性恋者有更高的教育程度.
- 教育上升流动率的增加解释了同性恋者的更高的成绩.
- 双性恋和异性恋个人之间观察到的教育差异很少.
- 按性别分层的分析揭示了同性恋男性和女同性恋女性上升流动的特定国家模式.
结论:
- 高等教育可以作为同性恋者和女同性恋者的战略,以减轻歧视.
- 观察到的移动模式的变化表明,除了歧视之外,还有多方面的影响.
- 需要进一步的研究,以了解影响性少数群体教育成绩的因素的复杂相互作用.
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