Ethnic minority underachievement in UK higher education: an analysis of nationally representative data provides little support for the intersectionality thesis
本研究利用135,699名英国毕业生数据，检验交叉性论点（种族、性别、社会经济地位的交互作用对学业成就的影响），发现交互效应在统计上显著但实际影响可忽略，不支持交叉性论点。
This study evaluated the intersectionality thesis, which suggests that the interaction of ethnicity, sex, and socioeconomic status significantly affects achievement in UK higher education.The study used a sample of 135,699 students from the Graduate Outcomes survey for the 2018/19 cohort, the last to leave higher education before the COVID-19 pandemic.Conditioning on a rich set of background characteristics, results from a series of regressions indicated that some interactions are statistically significant predictors of obtaining a good degree.However, the estimated size of these interaction effects, as estimated using marginal effects, appeared to be negligible.Robustness checks included consideration of selection on observables using Inverse Probability Weighted Regression Adjustment (IPWRA), which confirmed the main results' robustness.Overall, the findings suggest that the data do not support the intersectionality thesis and that markers of disadvantage, when combined, do not have an effect on educational outcomes that is over and above that of the single factors in isolation.These results could have implications for recent policies introduced in England to close ethnic achievement gaps in higher education by 2038.However, the findings should be treated with some caution due to the ethnic categories used in the analysis and the potential bias from omitted and unobserved variables that may lead to an underestimation of ethnic penalties.