Understanding Inequity at Hispanic-Serving Institutions: Intersectional Analyses of Outcomes by Race, Gender, and First-Generation Status

• In Event: AERA Roundtable Session 9
  In Roundtable Session: Analyzing Leadership Trajectories, Faculty Policies, Student Outcomes, and STEM Program Diversity at Hispanic-Serving Institutions

Abstract

What patterns of inequity can be revealed when distinct combinations of race, gender, and first-generation college status are employed in an intersectional analysis of graduation rates at Hispanic-Serving Institutions (HSIs)? We examine graduation rates and the likelihood of placed in developmental courses in English and mathematics at two public HSIs in the same state in the American Southwest. We report linear combinations of marginal effects for 20 distinct social locations varying according to race, gender, and first-generation status. We argue that the conceptual use of Critical Race Theory and Intersectionality are inseparable for advancing equity in higher education. QuantCrit allows for a rigorous empirical approach to advancing equity-based policies and practices at HSIs and beyond.

Authors

• Christopher Erwin, Auckland University of Technology

• Nancy López, University of New Mexico

• Cynthia Rae Wise, New Mexico State University

• E. Diane Torres-Velasquez, University of New Mexico

• Assata Zerai, University of New Mexico

• Monica Jenrette, University of New Mexico

• Valerie Martinez, University of New Mexico