This research empirically explores how sexual identity influences higher education outcomes for lesbian, gay, bisexual, and queer (LGBQ) college students. A path model was constructed with structural equation modeling using responses from 1,125 non-heterosexual college students. The model includes four psychological variables (level of sexual identity disclosure, internalized sexual identity stigma, self-esteem, and social support from friends), three measures of involvement in higher education (peer group, faculty, and student affairs staff) and the outcome of academic development. Results were analyzed in the aggregate as well as by sexual identity group. The path model adequately fit the data, indicating it is correctly specified. Level of sexual identity disclosure has a positive indirect influence on academic development. Implications of the findings are discussed and recommendations to support academic development of LGBQ students are provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]