Exploring the intersection of gender identity and homoparental family structure: Implications for educational, family and personal well-being in Spanish students

Abstract

This study explores the relationship among self-perceivedgender, family type (heteroparental or homoparental) andsocioeconomic factors concerning various educational,family and personal well-being domains. The data arederived from a large sample of 69,088 students from 465schools (65% public; 35% private or semi-private) in Spain.Five separate multi-level generalized mixed (logistic orlinear) regression models were calculated. Key findingsinclude that non-binary students from homoparentalfamilies reported lower evaluations in multiple dimensions,suggesting the need for additional support. Likewise,students from homoparental families exhibited lowerpersonal well-being and family relationship assessments,possibly due to perceived social stigmatization and peerbullying. This study sheds light on the complexities ofgender identity and family type in educational settings,emphasizing the importance of addressing these issues forstudents' well-being and academic success.