Deferring Identity and Social Role in Lesbian, Gay and Bisexual New Zealanders

摘要: This article explores the relationship between educational attainment and (1) experience of difference (2) self‐identification as a lesbian, gay, or bisexual (LGB) person. Data from national study LGBs in New Zealand show that while there was no significant by highest qualification age at which respondents felt different their peers, more education respondent had older they were likely to be when came out themselves. appears both women men. Various theories for this are explored, including discrimination bias (people who come early discouraged continuing formal education); deferred social role selection; discrimination; compensatory achievement; anti‐labelling. There is some support each these data, further exploration interaction needed. Implications work considered.