First-year LGBQ+ students in higher education: who are they and where do they enroll?

Recent decades have seen a growing body of scholarship dedicated to the college experiences of lesbian, gay, bisexual, and queer (LGBQ+) students. To date, research on LGBQ+ students offers much-needed insight into their postsecondary experiences and outcomes (Rankin et al., 2019), and large-scale surveys indicate the proportion of LGBQ+ students is on the rise (e.g., Eagan et al., 2015; 2017). Yet, other than a breakdown of the types of institutions at which LGBQ+ students enroll (e.g., public and private 4-year colleges and universities) (Eagan et al., 2015; 2017), there is no national snapshot of this group’s demographic characteristics. Further, comparatively little quantitative research on this population exists (Garvey, 2014), with only one national survey, the American College Health Association (ACHA) National College Health Assessment, consistently collecting data on LGBQ+-identified students for more than a decade. Given the need for a more comprehensive understanding of the LGBQ+ collegiate community and the implications of such insight, the purpose of this study is twofold. First, it provides an estimate of the first-year LGBQ+ college student population at specific institution types using national data from entering college students. Second, it yields new information on the characteristics of first-year LGBQ+ individuals in United States higher education. METHODS: Data for this study come from the Interfaith Diversity Experiences and Attitudes Longitudinal Survey (IDEALS). IDEALS—a national, longitudinal study of students’ experiences with and perspectives toward religious, worldview, and other types of diversity (including sexual orientation)—was first fielded in the fall of 2015 to entering students at 122 U.S. college and universities who were recruited based on a national sampling frame that accounted for geography, size, control, and selectivity. Of the 122 institutions, 32 are public (41% of respondents), 32 are Protestant-affiliated (21% of respondents), 29 are private nonsectarian (24% of respondents), 15 are Evangelical Protestant (7% of respondents), and 14 are Catholic-affiliated (8% of respondents). A total of 20,436 students participated in the first wave of data collection; however, data on sexual orientation were only collected from 121 colleges, as one institution opted to omit the sexual orientation question given concerns for student privacy. Additional tests confirmed the exclusion of this institution had no impact on the findings. [End Page 499] White women were overrepresented in the unweighted dataset, while Men of Color were underrepresented. In light of representation issues and to ensure nationally representative results, the dataset was weighted using the “Generalized Raking Method” (see Deville et al. [1993] for an overview of the method). The idea of this approach is to come up with adjustment factors so that the percentages found in a survey match a set of known population percentages. Using computer code publicly available through the French National Institute of Statistics and Economic Studies (INSEE) (INSEE, 2018), weights were constructed to match the Integrated Postsecondary Education Data System (IPEDS) fall 2015 census of postsecondary enrollment on six dimensions: sex1 (female and male); race/ethnicity (Students of Color and white students); institutional status (private religious, private nonreligious, and public); Carnegie classification (large research or many doctoral programs, many master’s degree programs, and primarily bachelor’s or associate’s degree); geographic region (Northeast, Midwest, South, and West), and urbanicity (urban/city-set institution and not-city-set institution). As a reliable, standardized, and transparent data source vetted by the National Center of Education Statistics, IPEDS reduces both biases and missing data potentials. Unless noted, all tables presented in the results are weighted according to conventional weighting practices (Deville et al., 1993). ANALYSES AND RESULTS: We conducted descriptive analyses to examine how many LGBQ+ first-year students enroll at U.S. four-year postsecondary institutions. Of the approximately 3.2 million students who entered college in 2015, the vast majority identified as heterosexual (86.2%, n = 2,775,399). However, with 13.8% of students identifying as LGBQ+ (n = 444,862), this study suggests that the percentage of LGBQ+ students on U.S. campuses is higher than...First author draf

Job Vacancies in Colombia : 1976-2012

Based on the counting of Help-wanted advertisements in print newspapers, we present national vacancy indexes and vacancy rates for Colombia. These series will allow tackling a myriad of questions related to the functioning of the labor markets in emerging economies, where such datasets were not available until now.A partir del conteo de avisos clasificados de empleo en los principales periódicos se construye un índice de vacantes y una tasa de vacantes para Colombia. Este es el primer intento de construir series con representatividad nacional y de tal extensión n

The effects of economic deprivation on psychological well-being among the working population of Switzerland

BACKGROUND: The association between poverty and mental health has been widely investigated. There is, however, limited evidence of mental health implications of working poverty, despite its representing a rapidly expanding segment of impoverished populations in many developed nations. In this study, we examined whether working poverty in Switzerland, a country with substantial recent growth among the working poor, was correlated with two dependent variables of interest: psychological health and unmet mental health need. METHODS: This cross-sectional study used data drawn from the first 3 waves (1999–2001) of the Swiss Household Panel, a nationally representative sample of the permanent resident population of Switzerland. The study sample comprised 5453 subjects aged 20–59 years. We used Generalized Estimating Equation models to investigate the association between working poverty and psychological well-being; we applied logistic regression models to analyze the link between working poverty and unmet mental health need. Working poverty was represented by dummy variables indicating financial deficiency, restricted standard of living, or both conditions. RESULTS: After controlling other factors, restricted standard of living was significantly (p < .001) negatively correlated with psychological well-being; it was also associated with approximately 50% increased risk of unmet mental health need (OR = 1.55; 95% CI 1.17 – 2.06). CONCLUSION: The findings of this study contribute to our understanding of the potential psychological impact of material deprivation on working Swiss citizens. Such knowledge may aid in the design of community intervention programs to help reduce the individual and societal burdens of poverty in Switzerland

Early identification of young children at risk for poor academic achievement: preliminary development of a parent-report prediction tool

<p>Abstract</p> <p>Background</p> <p>Early school success is clearly related to later health. A prediction index that uses parent report to assess children's risk for poor academic achievement could potentially direct targeted service delivery to improve child outcomes.</p> <p>Methods</p> <p>We obtained risk factors through literature review and used the National Longitudinal Survey of Youth 1979 Child Files to examine the predictive associations of these factors with academic achievement scores.</p> <p>Results</p> <p>Twenty predictors were identified including four strong predictors (maternal education, child gender, family income, and low birth weight). Significantly, 12 predictors explained 17-24% of score variance.</p> <p>Conclusions</p> <p>Parent-reported factors provide predictive accuracy for academic achievement.</p