Racialized Experiences and Academic Success of Minority Students in Postsecondary Career and Technical Education
Carmen M. Iannarelli, Ed.D

Abstract
This mixed method study examined the education success and experiences of racial and ethnic minorities (REM) at one technical college within the Wisconsin Technical College System. Through the use of quantitative archival institutional data, student success was analyzed over a five-year period. Statistical significance difference was found between race/ethnicity and educational success. Further analysis was conducted and specifically analyzed disaggregation of REM students into a singular racial or ethnic category. Focus groups were used to collect qualitative data on REM student experiences. Thematic analysis was conducted to analyze this data, which revealed five key themes: offensive course content, assumption of being foreign, racial invalidation, attribution/misattribution of ability, and racial expert. Implications of this study’s findings are discussed.

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