In spite of recognition that lesbian, gay, bisexual, and queer+ (LGBQ+) young adults face challenges associated with their sexual identities, research on inequality in education has only recently begun examining their academic experiences and outcomes in college. Prior work has mainly focused on social and extracurricular experiences during college or academic outcomes among LGBQ+ students in K‐12 settings. In this article, we review the growing body of social science literature on LGBQ+ college students' academic outcomes. A strength of our review is our integration of research on individual, interpersonal, and institutional characteristics and experiences that influence LGBQ+ student outcomes. In reviewing the literature, we identify a number of methodological and theoretical limitations, such as a lack of precision and consistency in defining and conceptualizing LGBQ+ identities and experiences and limited attention to intersections with race, class, and gender. We offer some solutions to these limitations and present a theoretical framework that promises to add clarity and further reliability to future research on LGBQ+ college student outcomes. We conclude by suggesting directions for future research.

中文翻译：

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我们对LGBQ +大学生的学习经历和成果有什么了解？

尽管认识到女同性恋，男同性恋，双性恋和同性恋+（LGBQ +）年轻人面临与其性身份相关的挑战，但有关教育不平等的研究直到最近才开始研究他们的大学学习经历和成果。先前的工作主要集中在K-12环境中LGBQ +学生在大学或学术成果中的社交和课外经历。在本文中，我们回顾了有关LGBQ +大学生学习成果的社会科学文献的增长情况。我们的综述的强项是我们对影响LGBQ +学生成绩的个人，人际关系和机构特征以及经验的研究相结合。在回顾文献时，我们发现了一些方法和理论上的局限性，例如在定义和概念化LGBQ +身份和经历方面缺乏准确性和一致性，以及对种族，阶级和性别交集的关注有限。我们为这些局限性提供了一些解决方案，并提出了一个理论框架，有望为以后的LGBQ +大学生成果研究提供清晰性和进一步的可靠性。最后，我们提出了未来研究的方向。