Learning from the Experiences of Self-Identified Women of Color Activists

Abstract

We studied 7 women of color student activists on a large, predominantly White college campus and employed intersectionality theory and multiple identity development theory to examine how they make meaning of their multiple identities. Findings from this narrative study highlight ways students’ identities led them to activism, experiences of marginalization, and finally, the nature of safe spaces where allies “do their own work” and students feel whole. We provide and strategies for student affairs practice. By better understanding these phenomena, educators may challenge practices on college campuses that unintentionally perpetuate the problem of marginalization.

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