Oceania in the Desert: A QuantCrit Analysis of the (Under)Counting of Native Hawaiian and Pacific Islander Students at an AANAPISI-HSI

Most education research uses the National Center for Education Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS), often leaving the logic undergirding the IPEDS racial classification system (i.e., categorization and counting) unquestioned. Framed by Quantitative Critical Race...

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Vydané v:Journal of research on educational effectiveness Ročník 18; číslo 2; s. 342 - 365
Hlavní autori: Espinoza, Kristine Jan Cruz, Rincón, Blanca E., Drake, Brent M., Harbin, J. Judd, Ethelbah, Kyle K.
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Philadelphia Routledge 03.04.2025
Taylor & Francis Ltd
Predmet:
Alaska Natives
Classification
College students
Critical Race Theory
data disaggregation
Educational Research
Minority Serving Institutions
multiracial
Pacific Islander people
Pacific Islanders
QuantCrit
ISSN:1934-5747, 1934-5739
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Shrnutí:Most education research uses the National Center for Education Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS), often leaving the logic undergirding the IPEDS racial classification system (i.e., categorization and counting) unquestioned. Framed by Quantitative Critical Race Theory (QuantCrit) principles, this research demonstrates how the NCES IPEDS racial classification misrepresents and undercounts students. Specifically, we show how IPEDS guidance around racial classification misrepresents the number of Asian American, Native Hawaiian, and Pacific Islander (AA&NHPI) undergraduates, with particular attention to NHPI students, at a single institution. We show the ways in which IPEDS logic leads to undercounting, namely that, based on the NCES IPEDS racial classification system, most undergraduates identifying as NHPI are classified as Two or More Races and Hispanic or Latino. A similar pattern of suppression is found to varying degrees for students identifying as American Indian or Alaska Native, Asian, and Black or African American. Our findings complicate the taken-for-granted nature of IPEDS racial classification and have implications for serving racially minoritized student groups and for institutions that may qualify as enrollment-based Minority-Serving Institutions.
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ISSN:1934-5747
1934-5739
DOI:10.1080/19345747.2024.2349671