The Influence of Opportunity, Information, and Time on Queer and Trans Student Postsecondary Enrollment

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ABSTRACT The purpose of our study is to examine how experiences in high school influence queer and trans student postsecondary enrollment. We used Iloh’s model of college-going decisions and trajectories as our theoretical framework and data came from the U.S. Department of Education’s High School Longitudinal Study of 2009. We utilized path analysis to examine direct and indirect relationships for college enrollment, focusing on three interrelated topics concerning queer and trans students: sense of belonging, relational support, and college finances. Results of the chi-square analysis indicated that a significantly lower percentage of bisexual individuals, trans individuals, and those questioning their sexual identity were enrolled in college compared to other identity groups. Our path analysis revealed that queer and trans high school students who had a greater sense of belonging had higher GPAs, which in turn was positively linked to talking about college and enrolling in college at higher rates. To honor our critical epistemological framing, we provide implications regarding interpersonal, institutional, and societal contexts that relate to queer and trans college-going pursuits.