Parent Support Matters for the Educational Success of Sexual Minorities
Bibliographic record
Abstract
Recent research has documented disparities in academic experiences and achievement for sexual minorities. Two important correlates of well-being for all youths are their relationships with family members and experiences at schools. We used nationally representative data to investigate whether the association between perceived maternal and parental support (defined as warm, firm, and accepting parental bonds) and educational outcomes differs for sexual minority compared to heterosexual youths. The sample consisted of 12,064 participants. Results indicated that parent support was significantly associated with grade point average (GPA), school belonging, and school troubles for both sexual minority and heterosexual participants, but the magnitudes differed. In addition, we found a two-way interaction between sexual minority status and parental support in association with school belonging, indicating that for sexual minority youths, low parental support was associated with particularly low levels of school belonging compared to heterosexual youths. This project highlights the importance of family support as a contributor for healthy development.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".