<p>Disparities in higher educational attainment are typically reported one demographic background at a time, a perspective that overlooks students' overlapping identities and associated experiences. This case study explored the utility of a "reaggregation" approach to investigate academic momentum and graduation disparities at a selective public bachelor's degree-granting university in the United States. Students were sorted by gender and number of backgrounds associated with structural disadvantages in post-secondary attainment, including being Black or Latinx, a first-generation college student, and/or low-income. Models from a series of discrete time survival analyses demonstrated that more underrepresented backgrounds, meeting fewer early academic momentum benchmarks, and being male were associated with lower probabilities of and longer times to graduation. A reaggregation approach to measuring demographic backgrounds appears to hold promise for identifying disparities in higher educational attainment and evaluating practices and policies designed to reduce such disparities.</p>