The Schooling Experiences and Aspirations of Students Belonging to Intersecting Marginalisations Based on Race or Ethnicity, Sexuality, and Socioeconomic Status

Autor/in	Jang, Sung Tae
Titel	The Schooling Experiences and Aspirations of Students Belonging to Intersecting Marginalisations Based on Race or Ethnicity, Sexuality, and Socioeconomic Status
Quelle	In: Race, Ethnicity and Education, 26 (2023) 7, S.914-935 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jang, Sung Tae)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2020.1842350
Schlagwörter	High School Students; Minority Group Students; Race; Ethnicity; Sexual Identity; Socioeconomic Status; Intersectionality; Disadvantaged; Power Structure; Student Experience; LGBTQ People; American Indian Students; Lunch Programs; Eligibility; Postsecondary Education; College Attendance; Academic Aspiration; Minnesota + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rasse; Abstammung; Ethnizität; Geschlechtsidentität; Sexuelle Identität; Socio-economic status; Sozioökonomischer Status; Studienerfahrung; Mittagessen; Eignung; Post-secondary education; Tertiäre Bildung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01