DEI FOUNDATIONS:

INTERSECTIONALITY IN
HIGHER EDUCATION
CONTENTS
Foundations of Intersectionality in Higher Education 1
01: Introduction 3
Meet the Expert 3
The Importance of an Intersectional Mindset 3
02: Common Terminology 4
03: Historical Context 5
Table 1: Identity Chart (Race, Sex, and Gender) 5
Table 2: Identity Chart – White Women 5
Table 3: Identity Chart – Black Men 6
Table 4: Identity Chart – Black Women 6
04: Activity | Examine Your Social IDentities 7
Table 6: Social Identity Chart 7
Reflection Questions 8
Table 6.1: Example Social Identity Chart 9
05: Take Action | Tip #1 10
Sample Statement of Support for Syllabi and Trainings 11
06: Activity | Identity Tree 12
Reflection Questions 13
Example Identity Tree 13
07: Identity Development 15

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 Image 2: Intersectionality Visual 15
Image 3: Model of Multiple Dimensions of Identity Development 16
Image 4: Meaning-Making Filter 17
08: Activity | Exploring Environmental Context 18
Reflection Questions 19
Example: Environmental Context 20
09: Take Action | Tip #2 21
10: Take Action | Tip #3 22
Closing Reflection Questions 23
Resources 24
Readings 24
Videos & Podcasts 24

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01: INTRODUCTION

Meet the Expert

Dr. Paige Gardner

Assistant Dean of Students and CARE Case Manager, Loyola University Chicago

Dr. Paige J. Gardner (she/her/hers) has a depth of experience in crisis management, facilitating diversity &
equity trainings, identity development workshops, and professional development retreats for college
students, staff, and faculty. Her research agenda focuses on gender equity in the workplace as well as
scholar-practitioner identity development. As a queer, Black, Woman of Color, Paige finds great importance
in advocating, empowering, and building solidarity-based coalitions with, and for, those on the margins of
society. Inspired by the African proverb, Ubuntu, “I am, because we are,” Paige builds community, cultivates
change, and creates space for others to take lead.

The Importance of an Intersectional Mindset

It is important to have an intersectional mindset when working with students, staff, and faculty inside and
outside of the classroom.

In order for individuals to feel that they are a part of an inclusive environment, they must feel whole, seen,
and affirmed. By having an intersectional mindset, you are able to demonstrate to others that they can be
their full selves. Rather than your students and/or colleagues starting their time with you on the defense,
they begin to establish trust with you and buy into the classroom or programmatic experience you offer.

Having an intersectional mindset requires our ability to engage in critical reflection and action that will
uproot systems of oppression. Though intersectionality can make us feel good, having this kind of mindset
requires action and the ability to remove barriers that obstruct our students’ and colleagues' pathway to
success.

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02: COMMON TERMINOLOGY
Social Justice - Life-long, action-oriented process that requires individuals to critically expose, challenge,
and uproot all forms of oppression. As a tool of liberation, social justice can be used by anyone to create
change and cultivate community. An example of social justice in our current climate is racial justice activism
in higher education.

Oppression - Involves institutional control, ideological domination, and the imposition of the dominant
groups culture on the marginalized groups. For example, oppression can take the form of ableism where
someone with a physical ability may not be able to access certain buildings if the entry ways are only
accessible by stairwells.

Internalized Oppression - Is the consequence of oppression that helps maintain inequities. Individuals with
marginalized identities can come to believe the dominant messages, images, and stereotypes that refer to
them as inferior. Another outcome of internalized oppression is that those with marginalized identities can
also be complicit in perpetuating oppressive beliefs.

Social identity groups - Also known as social categories. Each of us are born into social identity groups
where we are taught certain values, belief systems, and appropriate/inappropriate behaviors. As such, we
are rewarded and/or punished for how we live and practice these values in our daily lives. Examples of social
identity groups are: ability, age, class, gender, race, sex, religion, and other categories.

Privileged identities - Also known as dominant identities which maintain access to exclusive advantages
or benefits afforded to certain people, based on their social identity group or status. These advantages are
not earned and do not absolve someone from having a hard work ethic or experiencing challenges and
hardships.

Marginalized identities - Also known as minoritized or targeted identities on the receiving end of
oppression. Individuals who hold marginalized identities have less access to societal resources. These
disadvantages are not earned and can occur on an individual or systemic level. Examples of marginalization
are microagressions, discrimination, obstructed access to legal protection, education, job security, and
financial stability.

Intersectionality – Is a theoretical framework, designed to illustrate how social identities are interconnected
and, as such, create overlapping systems of oppression.

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03: HISTORICAL CONTEXT

Intersectionality is “the interconnected nature of social

categorizations such as race, class, and gender as they apply
to a given individual or group, regarded as creating
overlapping and interdependent systems of discrimination or
disadvantage”.

Dr. Kimberlé Crenshaw

Professor of Law at UCLA and Columbia Law School

Table 1: Identity Chart (Race, Sex, and Gender)

Social Identity Examples* of Marginialized Privileged Identity

Identities

Race People of Color (for example, White People

Black/African American)

Sex Female Male

Gender Women Men

*For the purposes of this exercise, only one example of a marginalized identity is shown in each category.
Please note that there are other marginalized identities in the catetegories above: for example Transgender
Women would be considered a marginalized gender identity.

Table 2: Identity Chart – White Women

Social Identity Marginialized Identity Privileged Identity

Race White People

Gender Women

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Table 3: Identity Chart – Black Men
Social Identity Marginalized Identity Privileged Identity

Race People of Color (i.e. Black/African

American)

Gender Men

Table 4: Identity Chart – Black Women

Social Identity Marginalized Identity Privileged Identity

Race People of Color (i.e. Black/African

American)

Gender Women

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04: ACTIVITY | EXAMINE YOUR SOCIAL IDENTITIES
Instructions: Highlight, circle, or otherwise indicate the identities that you hold in the chart below.

Table 6: Social Identity Chart

Marginalized Group Oppression Privileged Group

People of Color, Multi- Racism White People

Racial/BiRacial*

People who are of Low SES Classism Upper Middle Class, Owning
(socio-economic stats), Poor, Class
Working Class, Middle Class

Cis-gender Women (female), Sexism Cis-gender Men (male)

Transgender Women

Transgender Women and Men, Transphobia Cis-gender Men and Women

Gender Queer, Gender non-
conforming

Gay, Lesbian, Bisexual, Heterosexism Heterosexual

Pansexual, Two Spirit, +

Muslims, Buddhists, Jews, Religious Oppression (including Christians (Catholics,

Hindus, and other non-Christian Anti-Semitism) Protestants)
groups

People with Physical Disabilities Ableism Temporarily Able-bodied People

and/or Developmental
Disabilities

Immigrants Nationalism Citizens

Indigenous Peoples Colonialism Settlers

People from other countries Xenophobia People from the country of

(originally: people different from reference
the privileged group)

*Multiracial/Biracial individuals can choose which box(es) they feel comfortable selecting
*Learn more about Settler Colonialism by clicking here.
*If there are missing social identities feel free to add to this chart, as there is no way possible to capture
every social identity that experiences power, privilege, and oppression.

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Reflection Questions
1. What surprised you about this activity?

2. Which social identities are you most/least familiar with?

3. Which identities do you feel are most/least interconnected?

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Table 6.1: Example Social Identity Chart
Marginalized Group Oppression Privileged Group

Person of Color (i.e., Racism White People

Black/African American)

Middle Class Classism Upper Middle Class, Owning

Class

Cis-Gender Woman Sexism Cis-gender Men (male)

Transgender Women and Men, Transphobia Cis-Gender Woman

Gender Queer, Gender non-
conforming

Pansexual Heterosexism Heterosexual

Muslims, Buddhists, Jews, Religious Oppression (including Christian

Hindus, and other non-Christian Anti-Semitism)
groups

People with Physical Disabilities Ableism Temporarily Able-Bodied

and/or Developmental
Disabilities

Immigrants Nationalism Citizen

Indigenous Peoples Colonialism Settler

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05: TAKE ACTION | TIP #1

Create an environment that normalizes hardships

and help-seeking behavior.

Remember that our students and colleagues have intersecting identities and are constantly experiencing
intersectional oppression. This tip is very important for administrators and faculty to consider so that we
avoid the urge to make assumptions about our students. Remember that nobody has one social identity.
We all hold multiple intersecting identities that shape our lived experiences and how we show up inside
and outside of the classroom.

Take Action | Tip #1

Create a statement of support that encourages students to disclose their concerns,

so that you can connect them to the appropriate resources on campus.

Share institutional resources for students to access if they experience the loss of a
loved one, economic hardship, housing insecurity, etc. By doing this, you are letting
students know that you don’t expect them to be perfect. You also communicate to
your students and colleagues that life happens and we have to seek support when
navigating challenges and concerns.

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Sample Statement of Support for Syllabi and Trainings

Managing Life Crisis and Finding Support

Should you encounter an unexpected crisis during the semester (i.e. securing food
or housing, addressing mental health concerns, managing a financial crisis, and/or
dealing with a family emergency, etc.), I strongly encourage you to contact the
Office of the Dean of Students by submitting a CARE referral (luc.edu/csaa) for
yourself or a peer in need of support. If you are uncomfortable doing so on your
own, please know that I can submit a referral on your behalf--just email me or
schedule a meeting with me during office hours. To learn more about the Office of
the Dean of Students, please find their website here: https://luc.edu/dos/services/

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06: ACTIVITY | IDENTITY TREE
Instructions:

1. On each branch, place the number of leaves that correspond to how important that aspect of your
identity is to you. One leaf means that part of your identity is rarely important and five leaves means
it is very important.
2. In the space around the branches, write words that come to mind about that aspect of your identity
and how you express it.
3. In the roots of your tree, write some of the people, places, events, and experiences that have led
you to add leaves on your tree.

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Reflection Questions
1. Which identities are most/least important to you? And why?

2. In what ways can you spend more time getting to know your social identities that are least
important to you?

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Example Identity Tree

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07: IDENTITY DEVELOPMENT

Image 2: Intersectionality Visual

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Image 3: Model of Multiple Dimensions of Identity Development

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Image 4: Meaning-Making Filter

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08: ACTIVITY | EXPLORING ENVIRONMENTAL CONTEXT
Instructions: Type in your Core Characteristics, Salient Identities, and Meaning-Making Filters that were
and are essential to your identity development that relate to each environment (home context, college
context, workplace context).

Home Context College Context Workplace Context

Core Characteristics

Meaning-Making Filter

Salient Identities

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Reflection Questions
1. What emotions did this activity elicit for you?

2. What was easy and challenging about this activity?

3. How does this activity inform your practice and the role you play in building inclusive learning
environments?

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Example: Environmental Context
Home Context
Core Characteristics God first, family second,
others, then self, work
two times as hard as
White peers in order to
be seen
Meaning-Making Filter Angry Black Girl, being
a role model for siblings
Salient Identities Black Woman, Christian
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College Context Workplace Context
Power of community, Power of community,
self-love and permission lifting as I climb, self-
to explore identity love and self-care
Activist engagement Mentor/Friendtor,
and leadership roles scholar-practitioner, and
educator
Queer-Black Cis- Queer-Black Cis-
Woman of Color Woman of Color
09: TAKE ACTION | TIP #2

Communicate to your students and colleagues that

they are a part of an inclusive learning
environment.

Consider working with students and even new professionals through the lens of Intersectional-Identity
development. I find this term to be more encompassing of where our students are in their developmental
journey. Many of our students and new professionals come to us knowing exactly who they are and the
intersecting identities they hold. Some of our students also come to us ready to explore their social
identities, but don’t have the language or strategies to enact justice within, and outside, of the classroom.

Take Action | Tip #2

- Introduce yourself, including your pronouns.

- Send your class or cohort of students a quick survey so you can get to know
more about their pronouns, preferred names, and personal/accessibility needs
for success in your learning environment.

- Don’t be afraid to ask students for the correct pronunciation of their names
and use of pronouns.

- Name conditions for success and allow students to contribute to this list of
ground rules that foster an inclusive learning environment.

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10: TAKE ACTION | TIP #3

Model vulnerability and diversify your engagement

strategies to ensure everyone feels seen and
encouraged to fully participate.

Finally, consider demonstrating an ethic of love and care for the whole person. Having an empathetic,
caring demeanor does not weaken your professional stance. In fact, it makes your approach to teaching
and developmental stance stronger. If students feel affirmed, supported, and connected to resources they
will feel more confident in their classroom engagement, improve their communication skills, and have
more capacity to prioritize academics and student leadership responsibilities.

- Diversify the type of participation points your students can earn so that all
learning styles are engaged in your classroom or programmatic activities
(written blogs, blog responses, student-led class discussions).

- Integrate mindfulness practices into your courses.

- Create student advisory boards so that students know that you are open to
honest feedback on how your curriculum or program is being received.

- Demonstrate empathy and remind your students that they are not the
mistakes they make.

- Normalize that sometimes students have to prioritize their wellness and make
the difficult decision to withdraw from a class or request an incomplete due
to a hardship.

- Find your community of colleagues who also seek to implement an

intersectional mindset so that you can have support on this journey.

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CLOSING REFLECTION QUESTIONS
1. Which intersectional mindset tips are you most looking forward to implementing in your
workplace? Why?

2. How might your intersecting identities aid you or challenge you in the process of implementing an
intersectional mindset?

3. Identify people and/or organizations that can serve as your support system and sounding board as
you grow your intersectional mindset.

4. How will you hold yourself accountable to using an intersectional mindset during the highs and
lows of the academic year?

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RESOURCES

Readings

Abes, E. S., Jones, S. R., & McEwen, M. K. (2007). Reconceptualizing the model of multiple dimensions of
identity: The role of meaning-making capacity in the construction of multiple identities. Journal of College
Student Development, 48, 1-22.

Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of
antidiscrimination doctrine, feminist theory and antiracist politics. The University of Chicago Legal Forum,
140, 139-167.

Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity, and violence against women of Color.
Stanford Law Review, 43(6), 1241-1300.

Sensoy, O., DiAngelo, R. (2012) Is everyone really equal? : An introduction to key concepts in social justice
education New York : Teachers College Press. (Second Edition)

Videos & Podcasts

● Why we need to talk about White feminism, Now This YouTube Video

● We unpack Black Male Privilege, Still Processing Podcast

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