A – 77 Cognitive Functioning among LGBTQ+ University Students: Relationships with Minority Stress and Positive Identity Experiences

Abstract Objective This quantitative study examined how mental health, positive identity formation, and heterosexist discriminatory experiences related to subjective and objective cognitive functioning in LGBTQ+ undergraduates. Based on a positive identity development framework, we hypothesized that positive LBGTQ+ identity would be protective, relating to fewer cognitive concerns and higher fluid cognitive test scores; discrimination and worse mental health would relate to greater cognitive concerns and lower fluid cognitive test scores. Method LGBTQ+ undergraduates (N=34; M=19.0 years-old, SD=1.4; 67.6% White, 20.6% Black or African American, 2.9% Native American or Alaskan Native, 2.9% Asian, 5.9% Multiracial; 97.1% non-Hispanic/Latino) from a southeastern U.S. university completed the Neuro-QoL Cognitive Function questionnaire, NIH Toolbox Cognition Battery (fluid composite), and self-report screeners for depression (PHQ-8), anxiety (GAD-7), and PTSD (PCL-5). Participants also completed questionnaires on positive LGBTQ+ identity (PIM) and LGBTQ+ minority stressors related to heterosexist experiences (DHEQ). Results Greater subjective cognitive concerns correlated with higher levels of discrimination/harassment (r=-.36, p=.036) and family rejection (r=-.46, p=.006). Higher depression (p=.001), anxiety (p=.05). Positive experiences with LGBTQ+ identities were not related to subjective cognitive concerns nor performance on fluid cognitive tests. Conclusion Among young adult, university students, LGBTQ+-related minority stress may correspond with greater subjective concerns difficulties, which are associated with worse mental health and reduced academic self-efficacy. These preliminary results indicate that improving family support and reducing anti-LGBTQ+ discriminatory experiences may benefit the cognitive health of LGBTQ+ university students.