Title

Intersectionality: Understanding Our Students’ 
Multifaceted Identities 
Presenters:                 
Sarah E. Stevens      Courtney Drew      Craig M. McGill 
Director of Advising      Analysis & Preconvention Specialist  Senior Academic Advisor 
College of Nursing & Health Professions Rotary International      Department of English 
University of Southern Indiana    [email protected]      Florida International University 
[email protected]                [email protected]       
         

Overview 
 
In advising, we often think about the separate needs of specific student populations.  What we may fail to understand, 
however, is that none of our students possesses a single identity factor.  Intersectionality provides an understanding of 
the multi‐layered identities inhabited by our students (and ourselves).  Grounded in reference to theorists such as Audre 
Lorde, Patricia Hill Collins, and Evangelina Holvino, our panel will consider how we can create our own intentionally 
intersectionalist approach to deepen both our understanding of student needs and our critical self‐reflections as 
advisors. 
 
References and Recommended Resources 
 
Collins, P. H. (2002). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. New York City, 
NY: Routledge. 
  
Davis, K. (2008). Intersectionality as buzzword: A sociology of science perspective on what makes a feminist theory 
successful. Feminist theory, 9(1), 67‐85. 
   
Dill, B. T., & Zambrana, R. E. (2009). Critical thinking about inequality: An emerging lens. In B. T. Dill, & R. E. Zambrana 
(Eds.), Emerging intersections: Race, class, and gender in theory, policy, and practice.  New Brunswick, NJ: Rutgers 
University Press. 
  
Harro, B. (1996). The cycle of socialization. In M. Addams, P. Brigham, P. Dalpes, & L.  
Marchensani (Eds.), Diversity and oppression: Conceptual frameworks. Dubuque, IA: Kendall/Hunt Publishing.   
  
Holvino, E. (2010). Intersections: The simultaneity of race, gender and class in organization studies. Gender, Work & 
Organization, 17(3), 248‐277. 
  
Hurtado, A. (1996). Strategic suspensions. In N. R. Goldberger, J. M. Tarule, B. M. Clinchy, & M. F. Belenky 
(Eds.) Knowledge, difference and power: Essays inspired by women's ways of knowing.  New York City, NY: Basic Books. 
  

Intersectionality: Understanding Our Students’ Multifaceted Identities Page 1

Jones, S. R., & Wijeyesinghe, C. L. (2011). The promises and challenges of teaching from an intersectional perspective: 
Core components and applied strategies. New Directions for Teaching and Learning, 2011(125), 11‐20. 
  
Lorde, A. (1983). There is no hierarchy of oppressions. Bulletin: Homophobia and Education, 14(3/4), 9. 
  
Smith, D. E. (1974). Women's Perspective as a Radical Critique of Sociology*. Sociological Inquiry, 44(1), 7‐13. 
 
 
 
 

 
 
 
 
 
 
 
 
 
 

Intersectionality: Understanding Our Students’ Multifaceted Identities Page 2

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Bob the Triangle by Miriam Dobson
 
beyondthesemountains.wordpress.com/2013/04/24/intersectionality‐a‐fun‐guide/ 
 
Intersectionality: Understanding Our Students’ Multifaceted Identities Page 3
 
 
 
 
 
 
 
 
 

YOUSOUP by Sam Killermann
http://itspronouncedmetrosexual.com/2012/10/individual‐difference‐and‐group‐similiarity 

Intersectionality: Understanding Our Students’ Multifaceted Identities Page 4

 4/6/2016

Intersectionality:
Understanding Our
Students’ Multifaceted Identities
Sarah E. Stevens, University of Southern Indiana
Courtney Drew, Rotary International
Craig M. McGill, Florida International University

NACADA: The Global Community for Academic Advising

Copyright 2016 ~ All Rights Reserved

Mapping Our Chat: Theory to Practice

1) Introductions
2) Intersectionality 101

4) Standpoint
3) Privilege Theory
& Oppression

5) Students’
Strategies & Tactics

6) Questions to Consider
#NACADAWEB

INTERSECTIONALITY:

The study of our overlapping

and intersecting social and
biological identities.

#NACADAWEB

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Take a moment to reflect.

Which part of your identity…

 Are you most

aware of right now?

 Are you least

aware of right now?

 Was most
emphasized as you
grew up?

http://lifitnessandwellness.com/wp-content/uploads/2016/01/130922-130551.jpg #NACADAWEB
#NACADAWEB

#NACADAWEB

Audre Lorde

#NACADAWEB
Lorde, A. (1983). There is no hierarchy of oppressions. Bulletin: Homophobia and Education, 14(3/4), 9.

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 4/6/2016

#NACADAWEB
Lorde, A. (1983). There is no hierarchy of oppressions. Bulletin: Homophobia and Education

#NACADAWEB

Intersectionality and Privilege:

- Privilege = A system of unearned advantage given because of identity
- SYSTEMS, not individual actions and behaviors
- One person can experience both privilege AND oppression
#NACADAWEB

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#NACADAWEB

Patricia Hill Collins: 3 Levels of Oppression

PERSONAL COMMUNITY
#NACADAWEB

SYSTEMIC

Collins, P. H. (2002). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. 

Standpoint Theory
http://www.nomorestrangers.org/shapes-shadows-bias-and-truth-a-thought-exercise/ #NACADAWEB

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Dorothy Smith - Standpoint Theory

“what one knows is affected by where one stands in society”
(2004)
- There is no objective knowledge

- No two people have the exact same view

- We must not take our personal

standpoint for granted—we must
examine it!

Marginalized groups see systems of

oppression more clearly than
non-marginalized groups.
Smith, D. E. (1974). Women's Perspective as a Radical 
Critique of Sociology*. Sociological Inquiry, 44(1), 7‐13 #NACADAWEB

Deeper reflection.
Which part of your identity…

 Gives you the most

privilege?

 Makes you feel

discrimination?

 Is usually hidden?

 Causes others to react?

http://www.jjslist.com/blog/wp-content/uploads/2015/07/identity.jpg #NACADAWEB

Deeper reflection.
Which part of your identity…

 Makes students feel

comfortable with you?
WHICH STUDENTS?

 Makes students feel

uncomfortable with you?
WHICH STUDENTS?

#NACADAWEB

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 4/6/2016

Patricia Hill Collins:

PERSONAL COMMUNITY

Marginalized people
must buy into the
system that oppresses
them, in order to try to
mitigate their own
SYSTEMIC oppression.

Collins, P. H. (2002). Black feminist thought: Knowledge, consciousness, and the politics of empowerment.  #NACADAWEB

In what ways does your

university ask students to
adjust to dominant culture?
Is this fair?
Is this oppressive?

#NACADAWEB

Evangelina Holvina (2010):

Techniques used to adapt to dominant systems:

- Learn to use anger “appropriately”

- Balance silence and outspokenness

- Withdraw from oppressors into safe spaces

- “Code switch”

Holvino, E. (2010). Intersections: The simultaneity of race, gender and class 
in organization studies. Gender, Work & Organization, 17(3), 248‐277. #NACADAWEB

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 4/6/2016

How do we interpret what we see?

standoffish

#NACADAWEB

https://img1.etsystatic.com/067/0/6790584/il_570xN.795570573_1wul.jpg

http://s7.favim.com/orig/150512/adorable-cute-flawless-hair-Favim.com-2726294.jpg

http://static.panoramio.com/photos/large/52105275.jpg

We all make assumptions.

Recognize – Admit – Evaluate – Learn
Act.
#NACADAWEB

Create Your Own Moments

Recognize – Admit – Evaluate – Learn

Ask about Actively listen to

previous their answers
experiences

Be brave Ask how you can

enough to share help navigate
your own stories their intersections

#NACADAWEB

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Intersectionality: Understanding our Students’ Multifaceted Personalities

Panelists:

Sarah E. Stevens, Director of Advising, College of Nursing and Health

Professions, University of Southern Indiana

Courtney Drew, Analysis and Preconvention Specialist, Rotary International

Craig M. McGill, Senior Academic Advisor, Department of English, Florida

International University

NACADA: The Global Community for Academic Advising

Copyright 2016 ~ All Rights Reserved
All recordings of NACADA materials are copyrighted by the National Academic
Advising Association. See http://www.nacada.ksu.edu/copyright.aspx for NACADA’s
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