Abstract
This essay begins with a presentation of the author’s personal and professional background relative to the topics of diversity, identity, socialization, and the inequality of educational outcomes. Turner then presents US census and Chronicle of Higher Education data to provide a national context for the discussion to follow, including but not limited to implications for policy. Findings emerging from narratives collected via interviews as well as from relevant extant literature are then described to portray issues involved in the underrepresentation of Latinx women as students and professors in higher education. How role identity and identifiers used to categorize Latinx women are then presented followed by a discussion of the Latinx designation and privilege. Educational outcomes for Latinx women are then presented, demonstrating racial/ethnic/gender imbalance. Recommendations on how this underrepresentation of Latinx women, as well as other marginalized groups, in K-12 and postsecondary education can be addressed are then presented.