Breaking Barriers

Quantitative research often reinforces deficit narratives by comparing minoritized groups to dominant identities, ignoring within-group diversity. Using Latent Class Analysis (LCA) with High School Longitudinal Study (HSLS) data, we examine transgender students’ understanding of college finances. Over half of 200+ trans students were uncertain or planned to self-finance, while those confident in funding were more likely to enroll. These findings highlight diversity within trans students and the need for better financial support. We advocate for LCA as a critical quantitative tool to reveal heterogeneity and promote equitable center policy analysis.