grasp of how members of our educationalcommunities understand and experience their environments on thebasis of their multiple identities. The first two chapters provide context for the volume's themewith definitions and overview of the underpinnings of mixtedmethodology. Subsequent chapters illustrate the multiple ways inwhich qualitative and quantitative methods can be integrated tounderstand the complexity of identity and experiences ofmarginalized groups in the academy.Other chapters focus on students' experiences and demonstratehow mixed-methodology approaches were used to explore college access among first-generation Asian Americansand Pacific Islandersanalyze racial ideology of white males with interview datadriving analysis of longitudinal datasetand research and accessment generating accurate understandinghow of race and gender shape students' experiences within thecampusThe final chapter presents findings of a mixed-methods inquiry tochallenge current conceptions about racial categorization andpractices for gathering institutional data on students' identity. Volume editors Kimberly A Griffin, assistant professor ofeducation policy studies at the Pennsylvania State University, andSamuel D. Museus, assistant professor of educational administrationat University of Hawai?i Manoa, and contributing authors advocatefor intersectionality research and argue that it holds greatpromise for advancing knowledge in higher education. Their book isideal for institutions and institutional researchers who want tounderstand and most effectively serve their students andfaculty.This is the 151st volume of the Jossey-Bass quarterly reportseries New Directions for Institutional Research.Always timely and comprehensive, New Directions forInstitutional Research provides planners and administratorsin all types of academic institutions with guidelines in such areasas resource coordination, information analysis, program evaluation,and institutional management.

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