Reflecting Realities: Investigating Census Methods for Better Representation in the U.S. Department of Education (Poster 18): Division G - Section 2: Differences and Intersectionalities, Stage 1, 3:41 PM

• In Event: e-Lightening Ed-Talk Session 13 - Stage 1

Abstract

This study examines the effectiveness of a proposed one-question format for race and ethnicity data on the U.S. census, focusing on 276 participants, primarily from the Hispanic/Latino community. Participants evaluated the accuracy of the question and their satisfaction with its ability to capture their racial and ethnic identities. Findings indicated the question was more effective for Hispanic identities than Black identities. Additionally, the U.S. Department of Education’s simplified categories overlook intersectionality and the complex identities of multiracial individuals and those identifying as both Hispanic and another race. These findings highlight the need for more nuanced methods to track racial and ethnic representation on the census and in education.

Authors

• Lisa Ciraldo, Fordham University

• Marguerite Shashoua, Fordham University

• Julia Maney, Fordham University

• Nathan Schrader, Fordham University

• Joya Kelly, Fordham University

• Jazlyn Mary Mena, Fordham University

• Akane Zusho, Fordham University