Abstract
Introduction:
The purpose of this research was to examine how marginalization and race and ethnicity status are related using Englund Marginality Index (EMI) to assess seven subconcepts of marginalization: intermediacy, differential power, secrecy, voice, liminality, reflectiveness, and constraint.
Methods:
A cross-sectional descriptive correlational design examined relationships between marginalization and race and ethnicity among 6,480 baccalaureate nursing students across the United States. The EMI measured seven marginalization subconcepts: intermediacy, differential power, secrecy, voice, liminality, reflectiveness, and constraint. Independent-samples t-tests, one-way ANOVAs, and Welch’s ANOVAs were conducted to examine group differences across demographic categories and marginalization measures.
Results:
Minority students reported significantly higher levels of marginalization across all EMI subconcepts but particularly for Liminality (t(1,726.65) = −25.92, p < .001, d = 1.00) and Reflectiveness (t(2,058.71) = −34.96, p < .001, d = 1.12).
Discussion:
These findings indicate disparities in perceived marginalization. Results underscore the need for inclusive policies, curriculum and learning environments.
Keywords
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