Increasing access and inclusion for underrepresented minorities in economics has been a focus for many in the discipline. Despite this, researchers have largely left two avenues of investigation that may provide insight into this issue unexplored: the role of community colleges and the role of reclassification of economics programs. I address the first potential avenue by using logistic models to determine whether race or race-related factors such as immigrant status or citizenship are related to performance or persistence in economics course-taking at a large community college in the southeastern United States. I find that race does not play a significant role in performance or persistence at this institution, but both citizenship and immigrant status do as immigrants and noncitizens outperform their nonimmigrants and citizen peers in certain circumstances. I investigate the second potential avenue related to the reclassification of economics programs to Econometrics and Quantitative Economics (EQE) using logistic and panel data models on data from IPEDS. I find that the proportion of international students is a key factor associated with whether an institution reclassified to EQE, and that reclassification has no association with racial diversity or economic education inclusion. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]