Based on a critical quantitative intersectionality framework, this study examines the relationship between Latinx students’ multiple intersecting social categorizations (i.e., gender, ethnicity, and immigration status) and their experiences and educational aspirations. This study focuses on students’ exposure to high-quality teachers as the schooling experience. I use students’ intention to enter higher education as a measure of educational aspirations. Copyright © 2018 32nd Annual University Council for Educational Administration Convention.
|Publication status||Published - Nov 2018|