Intersectional disaggregation of school-climate survey data

Research Method · All research methods
Evidence · 4 claims (3 for, 1 mixed) · 3 studies (3 associational), q2 · 0 of 3 report an effect size · 4 claims rest on one study

Description

This report's organizing method is to disaggregate one large survey dataset along intersecting identity axes rather than analyzing LGBTQ students as a single group. It disaggregates by "three gender identity categories" and "five sexual orientation categories" across seven race/ethnicity groups, then further disaggregates Asian students by 10 Asian-group identities, revealing that disparities "vary by race/ethnicity group" and that aggregate trends carry exceptions visible only at finer grain.

Accounts

• Intersectional disaggregation of school-climate survey data by gender identity, sexual orientation, race/ethnicity, and Asian group: This report's organizing method is to disaggregate one large survey dataset along intersecting identity axes rather than analyzing LGBTQ students as a single group. It disaggregates by "three gender identity categories" and "five sexual orientation categories" across seven race/ethnicity groups, then further disaggregates Asian students by 10 Asian-group identities, revealing that disparities "vary by race/ethnicity group" and that aggregate trends carry exceptions visible only at finer grain. (Cerna et al. (2021))
• Disaggregate staff climate perceptions by race/ethnicity and role rather than relying on aggregate staff perceptions: Because aggregate staff perceptions may primarily reflect the views of the largest and most positive-perceiving groups, schools should examine perceptions disaggregated by race/ethnicity and role. The brief states these findings "highlight the need to look beyond the aggregate perceptions of staff, which may primarily reflect the views of White respondents (60% of the sample) and teachers (68% of the sample)." Staff in less positive-perceiving groups may have unique insights into unwelcoming aspects of school climate. (McCullough et al. (2022))

Claims

• Disparities are not uniform: some gender- and sexual-minority groups report equal or better school experiences than majority peers (e.g., Black transgender students, Cambodian gay/lesbian students) [+M]
• African American secondary school staff perceived their schools' instructional equity less positively than staff of other races/ethnicities [+M]
• Staff perceptions of instructional equity varied by role: teachers, special education teachers, and administrators most positive; paraprofessionals, resource officers, and counselors least positive [+M]
• The likelihood of being identified as at risk increases as historically underserved background characteristics intersect, with variation by gender and race/ethnicity, and school characteristics also matter [~W]

Related Research Methods

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Key Sources

• Cerna, R., Stern, A., Austin, G., Betz, J., Zhang, G., & Hashmi, S. (2021). Understanding the experiences of LGBTQ high school students in California by race/ethnicity. WestEd. https://www.wested.org/resources/lgbtq-students-in-california/
• McCullough, S. N., Hashmi, S., Austin, G., & Cerna, R. (2022). Instructional equity and respect for diversity in schools: Staff perceptions vary by race/ethnicity and by role. WestEd. http://www.WestEd.org

Page metadata

Field	Value
type	research-method
id	intersectional-disaggregation-of-school-climate-survey-data
title	Intersectional disaggregation of school-climate survey data
description	This report's organizing method is to disaggregate one large survey dataset along intersecting identity axes rather than analyzing LGBTQ students as a single group.
status	review
generated	by process:settle-candidates on 2026-10-10
trust	unverified — no one has confirmed this page's content

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