Perceptions of Student Identities and Institutional Practices of Intersectional Programming

Abstract

Abstract:Student affairs professionals have become engaged in inclusive practices and student success efforts in relation to students' racial, ethnic, gender, and/or class identities. Yet, many educators struggle to connect these important insights to the multidimensional identities of students and their success in higher education. This study examined student affairs professionals' existing knowledge, values, and practices related to their students' discrete and intersectional identities. Implications for practice are discussed using a sense-making frame to consider increasing the capacity of the higher education community to apply current research and best practices to develop programming—for the success of all students.