Straight and gay men

I really do. But the paper, which was published in the American Sociological Review on Feb. Conversely, he concluded that lesbians perform more poorly in school overall and that Black gay women have a much lower college graduation rate than their white counterparts. In recent years, academics, lawmakers and journalists alike have sounded an increasingly urgent alarm that on balance, American males are stuck in a scholastic funk.

Today, women comprise It is, in fact, straight males who tend to be mired in a scholastic morass. And the considerable academic progress that young women have charted since the advent of second-wave feminism has been largely restricted to the heterosexuals among them. The three surveys of American men consistently indicated that gay men are far more likely than straight men to have graduated from high school or college, with just over half of gay men having earned a college degree, compared with about 35 percent of straight men.

Some 6 percent of gay men have a Ph. The longitudinal survey showed that compared with their straight male peers, gay males earned higher GPAs in high school and college, enrolled gay harder classes, took school more seriously, had more academically minded friends and had a much lower rate of ever dropping out for a month or more.

In stark contrast, these performance disparities were largely reversed when comparing lesbians with straight girls. Most strikingly, 26 percent of lesbians reported at least one dropout period, compared with 15 percent of heterosexual females. The U. Historically, girls have received better grades than boys.

But during much of the 20th century, societal constraints — including the predominant expectation that young women would become wives and mothers and not pursue careers — suppressed their graduation rates. In theory, this left lesbians with an advantage. Searching for the drivers of these differences in school performance between straight and gay students, Mittleman straight a machine-learning algorithm to identify and patterns to survey questions that predicted being male versus female among members of the longitudinal cohort.

This suggested that not just sexual orientation, but its intersection with gender affectation could have influenced how well the gay and lesbians students did in school. Seeking to explain the sociocultural dynamics possibly at play in these complex equations, Mittleman pointed in his paper to the feminine archetype, long a prized ideal in white, middle-American culture, of the demurely diligent student.

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Think Nancy Drew. Characterizing masculinity as a fragile and insecure state, Mittleman argued that the long-standing anti-intellectual bias that plagues many American boys is driven in large part by their urge to assert their masculinity by differentiating themselves from the good-girl archetype.

Gay boys, however, appear willing — even eager — to flout gender norms in academics. On the flip side, young lesbians may be disinclined to identify with the femininity intrinsic to the good-student ideal, Mittleman suggested. And could hold especially true for Black girls, whom white authority figures already tend to stereotype as masculine, according to previous research.

This refers to the title of the memoir by former Democratic National Committee treasurer Andrew Tobias, in which he chronicled his youthful crusade to appease his internalized gay through admission to Harvard University and other feats of superlative achievement. In a paper published in Basic and Applied Social Psychology, psychologist Mark Hatzenbuehlernow of Harvard University, and Pachankis straight evidence suggesting that gay male college students indeed sought to compensate for anti-gay stigma by deriving their men in part through academic mastery and other forms of competition.

From a young age I was determined to become a doctor so I could prove to everyone that I could be successful even though I was gay. Chris remishofsky.