Race and Dis/ability Reporting in Higher Education Enrollment: A Quantitative Study in Intersectionality

Abstract

Historical, post-secondary enrollment data can provide insights into trends within self-reported racial/ethnic identities and dis/ability status over time. Research shows that students of color and students with dis/abilities often face bias and unique challenges when compared to their contemporaries. By acknowledging the American educational system’s history of bias and discrimination toward these communities, this research has shed light on possible solutions for the creation of more equitable policies for future generations of students. My dissertation combines a quantitative study of historical enrollment data - provided by the National Center for Education Statistics - with a literature and historical review of Critical Race Theory, DisCrit, law, and educational policy. The trends and findings demonstrated herein will contribute in a unique way to educational policy by considering the aspects of race, dis/ability status, and the post-secondary enrollment process in a way which values the importance of converging identities, while also underscoring America’s history with racism and ableism.