Abstract
Lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) students experience a host of poor high school to college transition outcomes when compared to their cisgender, heterosexual counterparts (Rankin et al., 2010; Sanlo, 2004). The current paper proposes a multidimensional framework for assessing college readiness, developed to address the unique needs of college-aspirational and early-college LGBTQ students. It identifies four key areas relevant to supporting LGBTQ students’ success during the high school to college transition. The role of peer, family, school, and individual differences will be discussed relative to supporting positive academic, mental health, and social-behavioral outcomes among college-aspirational and early-college LGBTQ youth.
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