Intersectionality and Student Inclusion in Higher Education: A Study of Class, Residence, Culture, and Extracurricular Participation

This paper analyzes intersectionality and student inclusion in higher education by the predictors including class, residence, culture, and extracurricular participation. It is obvious that different intersecting dimensions shape a sense of belonging, students' access to opportunities, and participation within academic spaces, the research seeks to provide a nuanced understanding of diversity and inclusion practices in higher education institutions. The students of sociology and economics comprise the population of the study and a total unit of analysis has been reported as 644 on the day of sampling frame collection. A sample of 213 students has been selected through proportionate random sampling techniques. A cross-section study has been conducted using a structured questionnaire having different sections. An attitudinal scale of (dis)agreement has been used to measure the responses of the students. Pilot testing has been done to check the reliability of the tool i.e. Alpha values .700 and above. The data analysis has been presented based on the Chi-Square and regression analysis statistical tests. The study findings assert that the intersectionality of class, residential background, cultural differences, and extracurricular activities have favorable effects on the diversity and inclusion of students in higher education. The study findings also revealed that extracurricular activities have familiar effects on creating diversity and inclusion among students in higher education.