Intersectionality and Higher Education

W. CARSON BYRD is an associate professor in the department of sociology at the University of Louisville in Kentucky. He is the author of Poison in the Ivy: Race Relations and the Reproduction of Inequality on Elite College Campuses (Rutgers University Press).   RACHELLE J. BRUNN-BEVEL is an associate professor of sociology at Fairfield University in Connecticut. She is the coeditor of Intersectionality in Educational Research.   SARAH M. OVINK is an associate professor of sociology at Virginia Polytechnic Institute in Blacksburg. She is the author of Race, Class, and Choice in Latino/a Higher Education: Pathways in the College-For-All Era.

Though colleges and universities are arguably paying more attention to diversity and inclusion than ever before, to what extent do their efforts result in more socially just campuses? This book examines how race, ethnicity, class, gender, sexuality, sexual orientation, age, disability, nationality, and other identities connect to produce intersected campus experiences.

Contents Part I Chapter 1: Always Crossing Boundaries, Always Existing in Multiple Bubbles: Intersected Experiences and Positions on College Campuses Rachelle J. Brunn-Bevel, Sarah M. Ovink, W. Carson Byrd, and Antron D. Mahoney             Part II: Beyond Exams and Parties: Student Identities and Experiences Chapter 2: The Contingent Climate: Exploring Student Perspectives at a Racially Diverse Institution Marcela G. Cuellar and R. Nicole Johnson-Ahorlu Chapter 3: More than Immigration Status: Undocumented Students in U.S. Jesuit Higher Education Terry-Ann Jones Chapter 4: Race-based Assumptions of Social Class Identity and their Consequences at a Predominantly White (and Wealthy) Institution Deborah M. Warnock Chapter 5: Biracial College Students’ Racial Identity Work: How Black-White Biracial Students Navigate Racism and Privilege at Historically Black and Historically White Institutions Kristen A. Clayton Chapter 6: The Still Furious Passage of the Black Graduate Student Victor E. Ray Part III: Between Research, Teaching, and Service: Faculty Identities and Experiences Chapter 7: Faculty Members from Low Socioeconomic Status Backgrounds: Student Mentorship, Motivations, and Intersections Elizabeth M. Lee and Tonya Maynard Chapter 8: Doing Less with Less: Faculty Care Work in Times of Precarity Denise Goerisch Chapter 9: Faculty Assessments as Tools of Oppression: A Black Woman’s Reflections on Colorblind Racism in the Academy Bedelia N. Richards Chapter 10: “Diversity” Goals and Faculty of Color: Supporting Racial Inclusion and Awareness in General-Education Courses Melanie Jones Gast, Ervin (Maliq) Matthew, and Derrick R. Brooms Chapter 11: Pursuing Intersectionality as a Pedagogical Tool in the Higher Education Classroom Orkideh Mohajeri, Fernando Rodriguez, and finn schneider Part IV: Life among Paperwork and Bureaucracy: Staff Identities and Experiences Chapter 12: Intersecting Identities and Student Affairs Professionals Ophelie Rowe-Allen and Meredith Smith Chapter 13: Studying STEM while Black: How Institutional Agents Prepare Black Students for the Racial Realities of STEM Environments Tonisha B. Lane Chapter 14: Exclusion, Perspective Taking, and the Liminal Role of Higher Education Staff in Supporting Students with Disabilities Annemarie Vaccaro and Ezekiel Kimball Part V: Intersectionality and Equity Efforts among Campus Communities Chapter 15: Making Room for Gendered Possibilities: Using Intersectionality to Discover Transnormative Inequalities in the Women’s College Admissions Process Megan Nanney Chapter 16: Troubling Diversity: An Intersectional Analysis of Diversity Action Plans at U.S. Flagship Universities Susan V. Iverson Chapter 17: Tips of Icebergs in the Ocean: Reflections on Future Research for Embracing Intersectionality in Higher Education W. Carson Byrd, Sarah M. Ovink, and Rachelle J. Brunn-Bevel Notes on Contributors Index