Increased LGBTQ+ Diversity Is Linked to Increased School Victimization and Poorer Associated Academic and Mental Health Outcomes

Veronica Frisancho and Eduardo Nakasone ()
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Eduardo Nakasone: Michigan State University

Journal of Economics, Race, and Policy, 2025, vol. 8, issue 2, No 4, 150-178

Abstract: Abstract Using data from 95 middle and high schools in Uruguay, we exploit plausibly exogenous variation in the share of LGBTQ+ students across classrooms and estimate its relationship with school climate as well as students’ academic performance and mental health. Increased representation of LGBTQ+ students in the classroom is linked to a greater prevalence of overall violence in schools, a 10% increase in the share of LGBTQ+ students in a class is associated with a 0.73% increase in the probability that a student experiences violence. These effects are stronger among LGBTQ+ and female students. Increased classroom diversity is also associated with a higher probability of being a bully, a heightened perception of a hostile school environment, an increased prevalence of depression, a greater likelihood of absenteeism, and lower grade progression rates among students.

Keywords: LGBTQ+; Diversity; Conflict; Contact hypothesis; Integrated threat theory; Violence; Secondary school (search for similar items in EconPapers)
Date: 2025
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DOI: 10.1007/s41996-024-00157-z

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