Using a sequential exploratory mixed‐method design to examine racial hyperprivilege in higher education

descriptionPublicationkeyboard_double_arrow_right Article 01 Sep 2011 English Publisher:WileyJournal:New Directions for Institutional Research, volume 2,011, pages 77-91 (issn: 0271-0579, eissn: 1536-075X,

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Authors: Nolan L. Cabrera;

doi: 10.1002/ir.400

Using a sequential exploratory mixed‐method design to examine racial hyperprivilege in higher education

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Abstract

AbstractThis chapter uses a mixed‐method approach to critically examine white male college students' racial ideologies and the experiences that influence racial ideology formation. It highlights both how racial privilege is recreated in higher education and how mixed‐methods and intersectionality approaches to institutional research allow more robust analytical possibilities.

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University of Arizona
United States

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