1. Intersectionality and Academic Advising
Jessica Camp, ABD
Shaunon McClellan, M.S.
Theresa Lindsay, Ph.D.
Elia Tamplin, ABD
Joshua Adams, Ed.D.
Texas Woman’s University

2. What is Privilege?

3. Reactions/Reflections
What are your reactions?
What did you take-away from the clip?
What made you uncomfortable ?

4. What is Intersectionality?
“Intersectionality is a way of understanding and analyzing the complexity in the world, in people, and human experiences. When it comes to social inequality, people’s lives and the organization of power in a given society are better understood as being shaped not by a single axis of social division, be it race, gender, or class but by many axes that work together and influence each other” (Crenshaw, 1989 & Hill Collins & Bilge, 2016).
Concept originally emerges from feminists of color thought; first articulated as scholarly theory by Black feminist, Critical Legal Studies scholar and attorney Kimberle Chrenshaw in The concept has been built upon, extended, and challenged by scholars in various fields but has been popularized by Patricia Hill Collins

5. In other words...
Intersectionality is a way of understanding the world and making sense of social and systematic systems.
n other words, different parts of our identities influence and interact with each other. A person is complex -- more than their race, class, gender, sexuality, etc. They’re a combination/mixture of all of these things and each of these identities inform each other.

6. Visual Representation of Intersectionality
Intersectionality occurs simultaneously at two levels
Level One:
1.Identity Categories
1.Not inherently bad; allows us to name difference
2.What we think of when we hear “Intersectionality” and what the literature draws us to when working with diverse student populations in the multicultural setting
3.These categories are visible and pretty static/fixed; But, they are tied to something bigger. They are the outcomes of intersecting systems of hierarchies that create “power”, they are tools of inequality.
When you think about what makes you “you,” what do you think about? How do things like your race, ethnicity, familial status, and gender influence your identity. Are you just one of those things? Or are you a complex, multiplicitous being? Where does one stop and one begin? Or do you ever stop being one? This is where the intersections occur.
If you’re from a place like Texas, you may have “Texas” pride. You may tell people you’re a Texan. Texans are proud -- We have earrings, cheese, and even clocks in the shape of Texas.

7. Structural Representation of Intersectionality
An intersection is a point where two or more roads meet or cross.
Level Two:
Interdependent Systems of Power
1.Intersections of social hierarchies that create structural oppression via domination and subordination. We know these often as racism (white vs. black), sexism (man vs. woman), class (rich vs. poor), and so on
2.A dynamic and relational process where difference has been seen as bad and worth controlling and punishing
3.The force that creates the categories that intersect. This force determines the consequences of how students are socially identified and treated.
So….
No two intersections are the same, just as no two intersecting identities are the same. We are complex humans beings with complex lives. We exist in systems that are ever-changing, and as roads can change, so can the ways our identities are impacted by the consequences of systems of power. That is, these changes alter the intersections.

8. Intersectionality in Action
When we consider intersectionality, we can understand how different parts of our identities influence and interact with each other within varying contexts shaped by social power dynamics and processes. A person s complex -- more than their race, class, gender, sexuality, etc. They’re a combination/mixture of all of these things and each of these identities inform each other. But, while our differences should be celebrated, focusing on the uniqueness that presents itself to the naked eyed limits our work and our relationships with our students. What is more important for us as advisors, however, is to consider how our identities and the identities of our students intersect within systems of power, and how this influences our access to career opportunities, healthcare, wealth, and education.

9. Why discuss Intersectionality?
No one possess one single identity.
Identities work collectively.
Oppression is interrelated.
As of means of understanding the world around us.
If we learn about intersectionality, we can reflect on our own connection to privilege and oppression, and we can think about ways to disrupt that power.

10. Reflection
When you think about your own identities, what do you consider to be your primary identities?
Why would you hide or conceal parts of your identity?

11. Developmental Advising
Holistic.
Exploring life goals.
Exploring vocational goals.
Inquiry.
Relationship based.
Bi-directional.

12. Why share this topic with advisors?
Advisors are the first point of contact.
Advisors are ground troops.
Advisors triage and disperse students.
Advisors make career and academic recommendations.
Overall - Why did we choose this topic and how it relates to advising.
What is the role of an advisor?
Why is it important that advisors recognize and consider dimensions of diversity when meeting with students?

13. What are some things these students could potentially be dealing with?
How might the perspective of these students on a college campus vary?
How could you approach these students and tailor the academic advising session to them specifically based off of their personal experiences and identity?

14. Student Profiles
Jose, a Latino male, is a first generation college student with ADHD. He is the oldest of four siblings, and works to financially support his family.
Kamille, an African American woman, is a math major attending a PWI. She is a single mother and lives in campus housing with her toddler.
Attention Deficit Hyperactivity Disorder (ADHD)
Predominately White Institution (PWI)
What are some things these students could potentially be dealing with?
How might the perspective of these students on a college campus vary?
How could you approach these students and tailor the academic advising session to them specifically, based off of their personal experiences and identity?

15. Intersectional Advising Toolkit
Ask about previous experiences
Listen to their answers (free of bias)
Share your own stories
Ask how you can help them navigate their intersections
In and out of the office contact
Offer directed advice and resources
Connect with other faculty and staff
Go the student union...have lunch
international student food festival
memorials
be personable...do you speak to your students outside of the office...often times they may not have time to talk but you are demonstrating that you are approachable
if students have parents...do you know their childrens names, ages, or a funny story your student shared with you

16. References
Chickering, A. W. (1994). Empowering lifelong self-development. NACADA Journal, 14(2),
Collins, P. H., & Bilge, S. (2016). Intersectionality. John Wiley & Sons.
Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. U. Chi. Legal F., 139.
Crookston, B. B. (1972). A developmental view of academic advising as teaching. Journal of College Student Personnel, 13(1),

17. Contact Information
Jessica Camp
Shaunon McClellan
Dr. Theresa Lindsay
Elia Tamplin
Dr. Joshua Adams
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