This study examined how social constructs of race or ethnicity, sexuality, and socioeconomic status (SES) are multiplicatively associated with high school students’ schooling experiences and aspirations. Using a critical quantitative intersectionality framework to analyse data from the 2016 Minnesota Student Survey, this study found that the estimated perceptions of care from adults among American Indian/Alaska Native students who are both LGBTQ and free or reduced lunch (FRL)-eligible were the lowest across different groups, and that these students were also the most likely to experience exclusion by their peers. Among Asian/Pacific Islander students, sexuality was found to be a moderating factor in the influence of higher SES on plans to pursue post-secondary education. Implications for policy, leadership, and practice are discussed. Copyright © 2020 Informa UK Limited, trading as Taylor & Francis Group.
|Journal||Race Ethnicity and Education|
|Early online date||29 Oct 2020|
|Publication status||E-pub ahead of print - 29 Oct 2020|
CitationJang, S. T. (2020). The schooling experiences and aspirations of students belonging to intersecting marginalisations based on race or ethnicity, sexuality, and socioeconomic status. Race Ethnicity and Education. Advance online publication. doi: 10.1080/13613324.2020.1842350
- Socioeconomic status