This chapter discusses assessment practices and their potential contribution to inequitable educational policies that hamper marginalized students. It also provides alternative approaches to the assessment of student learning and outcomes, urging educators to consider more equitable responses.

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This study examines how intersections of race, class, and collegiate involvement shape students’ educational outcomes, specifically degree attainment. It explores (a) to what extent involvement influences student’s educational outcomes and (b) how the relationship between involvement and outcomes varies by socioeconomic status, race, and the intersection of both. Using data from the National Center on Education Statistics’ Education Longitudinal Study of 2002, statistical analyses, including logistic regression methods, were conducted to explore these relationships. The results of this study suggest that different forms of involvement may have positive or negative relationships with attainment in the aggregate, but these relationships are far more nuanced than they appear when disaggregated. This study sheds light on the intersecting relationship between involvement and attainment for different racial and socioeconomic status subgroups, offers guidance for practitioners and educators, and calls for a closer examination of the causal mechanisms driving diverse relationships between involvement and attainment.

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He is now a doctoral candidate in STEM Education with a focus on Engineering Education within the Department of Teaching and Learning at Ohio State. He studies topics including but not limited to cognitive development, learning, teaching, and the social contexts within which they occur. He is an experienced Graduate Teaching Associate with the First-Year Engineering Program. He is also currently the Outreach Chair of the OSU American Society of Engineering Education (ASEE) Student Chapter. His research interests include: (a) technology, (b) diversity and inclusion, and (c) retention and success, with a particular focus on students in STEM fields.