RESUMEN
Scholars have identified that openness to diversity is a vital student outcome for higher education. Interest in this outcome has only intensified in recent years because of increased attention to, and unrest related to, social injustices. Using longitudinal data from 3420 undergraduate members of historically white college men's social fraternities located at 134 higher education institutions in the United States, this study examined factors that influenced the development of openness to diversity and change (ODC) amongst fraternity members from the 2019-2020 to 2020-2021 academic years. Our findings revealed that individual and institutional-level political and social involvement, and individual and institutional-level conceptualizations of fraternal brotherhood (e.g., brotherhood based on belonging) were associated with ODC during the 2020-2021 academic year. Though historically white college men's fraternities have often perpetuated exclusionary environments both in historical and contemporary times, the study results suggest that political and social involvement and participation in fraternities that emphasize belonging and accountability may contribute to college men's ODC. We urge scholars and practitioners to have more nuanced understandings of fraternities, while simultaneously challenging fraternities to put their values into actions and to deconstruct the legacies of exclusion that exist within these organizations.
RESUMEN
This study employs a critical quantitative lens to model intersectionality in quantitative analysis and examine how inequities are perpetuated in U.S. schools. Using the U.S. sample from nationally representative PISA 2015 data, Latent Class Analysis was used to identify intersectional student background groups based on indicators of race/ethnicity, social class, immigration background, language spoken at home, and measures of cultural capital associated with cultural reproduction theory. A regression auxiliary model combined with latent class regression was then used to determine if intersectional group membership moderated the relationship between a covariate, gender, and two distal outcomes: sense of belonging to school and opportunity to learn (OTL) inquiry-based science. Differences between intersectional background groups on the two distal outcomes were also examined. The findings from this study reinforced the use of LCA as a promising method for incorporating intersectionality frameworks in quantitative research designs. Six distinct intersectional background classes were identified and findings revealed evidence of a wealth gap between classes of similar affluency based on parent occupational status and education. In addition to this evidence of systemic inequality, significant gender disparities within classes were found for OTL and sense of belonging.