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.

“Accessible and engaging, Intersectionality and Higher Education will have a great impact on the field. This is a meaningful and powerful book.” - Robin J Phelps-Ward (assistant professor at Clemson University) "This sophisticated and comprehensive treatment of the intersectional identities of students, faculty, and staff experienced within structures of inequality is a must read for all who care about higher education." - Susan R. Jones (coauthor of Identity Development of College Students) ‘Intersectionality and Higher Education’ by Scott Jachik (Inside Higher Education) "Selected New Books on Higher Education," complied by Ruth Hammond  (Chronicle of Higher Education)

• ContentsPart IChapter 1: Always Crossing Boundaries, Always Existing in Multiple Bubbles: Intersected Experiences and Positions on College CampusesRachelle J. Brunn-Bevel, Sarah M. Ovink, W. Carson Byrd, and Antron D. Mahoney            Part II: Beyond Exams and Parties: Student Identities and ExperiencesChapter 2: The Contingent Climate: Exploring Student Perspectives at a Racially Diverse InstitutionMarcela G. Cuellar and R. Nicole Johnson-AhorluChapter 3: More than Immigration Status: Undocumented Students in U.S. Jesuit Higher EducationTerry-Ann JonesChapter 4: Race-based Assumptions of Social Class Identity and their Consequences at a Predominantly White (and Wealthy) InstitutionDeborah M. WarnockChapter 5: Biracial College Students’ Racial Identity Work: How Black-White Biracial Students Navigate Racism and Privilege at Historically Black and Historically White InstitutionsKristen A. ClaytonChapter 6: The Still Furious Passage of the Black Graduate StudentVictor E. RayPart III: Between Research, Teaching, and Service: Faculty Identities and ExperiencesChapter 7: Faculty Members from Low Socioeconomic Status Backgrounds: Student Mentorship, Motivations, and IntersectionsElizabeth M. Lee and Tonya MaynardChapter 8: Doing Less with Less: Faculty Care Work in Times of PrecarityDenise GoerischChapter 9: Faculty Assessments as Tools of Oppression: A Black Woman’s Reflections on Colorblind Racism in the AcademyBedelia N. RichardsChapter 10: “Diversity” Goals and Faculty of Color: Supporting Racial Inclusion and Awareness in General-Education CoursesMelanie Jones Gast, Ervin (Maliq) Matthew, and Derrick R. BroomsChapter 11: Pursuing Intersectionality as a Pedagogical Tool in the Higher Education ClassroomOrkideh Mohajeri, Fernando Rodriguez, and finn schneiderPart IV: Life among Paperwork and Bureaucracy: Staff Identities and ExperiencesChapter 12: Intersecting Identities and Student Affairs ProfessionalsOphelie Rowe-Allen and Meredith SmithChapter 13: Studying STEM while Black: How Institutional Agents Prepare Black Students for the Racial Realities of STEM EnvironmentsTonisha B. LaneChapter 14: Exclusion, Perspective Taking, and the Liminal Role of Higher Education Staff in Supporting Students with DisabilitiesAnnemarie Vaccaro and Ezekiel KimballPart V: Intersectionality and Equity Efforts among Campus CommunitiesChapter 15: Making Room for Gendered Possibilities: Using Intersectionality to Discover Transnormative Inequalities in the Women’s College Admissions ProcessMegan NanneyChapter 16: Troubling Diversity: An Intersectional Analysis of Diversity Action Plans at U.S. Flagship UniversitiesSusan V. IversonChapter 17: Tips of Icebergs in the Ocean: Reflections on Future Research for Embracing Intersectionality in Higher EducationW. Carson Byrd, Sarah M. Ovink, and Rachelle J. Brunn-BevelNotes on ContributorsIndex

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.

“Accessible and engaging, Intersectionality and Higher Education will have a great impact on the field. This is a meaningful and powerful book.” - Robin J Phelps-Ward (assistant professor at Clemson University) "This sophisticated and comprehensive treatment of the intersectional identities of students, faculty, and staff experienced within structures of inequality is a must read for all who care about higher education." - Susan R. Jones (coauthor of Identity Development of College Students) ‘Intersectionality and Higher Education’ by Scott Jachik (Inside Higher Education) "Selected New Books on Higher Education," complied by Ruth Hammond  (Chronicle of Higher Education)

• ContentsPart IChapter 1: Always Crossing Boundaries, Always Existing in Multiple Bubbles: Intersected Experiences and Positions on College CampusesRachelle J. Brunn-Bevel, Sarah M. Ovink, W. Carson Byrd, and Antron D. Mahoney            Part II: Beyond Exams and Parties: Student Identities and ExperiencesChapter 2: The Contingent Climate: Exploring Student Perspectives at a Racially Diverse InstitutionMarcela G. Cuellar and R. Nicole Johnson-AhorluChapter 3: More than Immigration Status: Undocumented Students in U.S. Jesuit Higher EducationTerry-Ann JonesChapter 4: Race-based Assumptions of Social Class Identity and their Consequences at a Predominantly White (and Wealthy) InstitutionDeborah M. WarnockChapter 5: Biracial College Students’ Racial Identity Work: How Black-White Biracial Students Navigate Racism and Privilege at Historically Black and Historically White InstitutionsKristen A. ClaytonChapter 6: The Still Furious Passage of the Black Graduate StudentVictor E. RayPart III: Between Research, Teaching, and Service: Faculty Identities and ExperiencesChapter 7: Faculty Members from Low Socioeconomic Status Backgrounds: Student Mentorship, Motivations, and IntersectionsElizabeth M. Lee and Tonya MaynardChapter 8: Doing Less with Less: Faculty Care Work in Times of PrecarityDenise GoerischChapter 9: Faculty Assessments as Tools of Oppression: A Black Woman’s Reflections on Colorblind Racism in the AcademyBedelia N. RichardsChapter 10: “Diversity” Goals and Faculty of Color: Supporting Racial Inclusion and Awareness in General-Education CoursesMelanie Jones Gast, Ervin (Maliq) Matthew, and Derrick R. BroomsChapter 11: Pursuing Intersectionality as a Pedagogical Tool in the Higher Education ClassroomOrkideh Mohajeri, Fernando Rodriguez, and finn schneiderPart IV: Life among Paperwork and Bureaucracy: Staff Identities and ExperiencesChapter 12: Intersecting Identities and Student Affairs ProfessionalsOphelie Rowe-Allen and Meredith SmithChapter 13: Studying STEM while Black: How Institutional Agents Prepare Black Students for the Racial Realities of STEM EnvironmentsTonisha B. LaneChapter 14: Exclusion, Perspective Taking, and the Liminal Role of Higher Education Staff in Supporting Students with DisabilitiesAnnemarie Vaccaro and Ezekiel KimballPart V: Intersectionality and Equity Efforts among Campus CommunitiesChapter 15: Making Room for Gendered Possibilities: Using Intersectionality to Discover Transnormative Inequalities in the Women’s College Admissions ProcessMegan NanneyChapter 16: Troubling Diversity: An Intersectional Analysis of Diversity Action Plans at U.S. Flagship UniversitiesSusan V. IversonChapter 17: Tips of Icebergs in the Ocean: Reflections on Future Research for Embracing Intersectionality in Higher EducationW. Carson Byrd, Sarah M. Ovink, and Rachelle J. Brunn-BevelNotes on ContributorsIndex

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.

“Accessible and engaging, Intersectionality and Higher Education will have a great impact on the field. This is a meaningful and powerful book.” - Robin J Phelps-Ward (assistant professor at Clemson University) "This sophisticated and comprehensive treatment of the intersectional identities of students, faculty, and staff experienced within structures of inequality is a must read for all who care about higher education." - Susan R. Jones (coauthor of Identity Development of College Students) ‘Intersectionality and Higher Education’ by Scott Jachik (Inside Higher Education) "Selected New Books on Higher Education," complied by Ruth Hammond  (Chronicle of Higher Education)

• ContentsPart IChapter 1: Always Crossing Boundaries, Always Existing in Multiple Bubbles: Intersected Experiences and Positions on College CampusesRachelle J. Brunn-Bevel, Sarah M. Ovink, W. Carson Byrd, and Antron D. Mahoney            Part II: Beyond Exams and Parties: Student Identities and ExperiencesChapter 2: The Contingent Climate: Exploring Student Perspectives at a Racially Diverse InstitutionMarcela G. Cuellar and R. Nicole Johnson-AhorluChapter 3: More than Immigration Status: Undocumented Students in U.S. Jesuit Higher EducationTerry-Ann JonesChapter 4: Race-based Assumptions of Social Class Identity and their Consequences at a Predominantly White (and Wealthy) InstitutionDeborah M. WarnockChapter 5: Biracial College Students’ Racial Identity Work: How Black-White Biracial Students Navigate Racism and Privilege at Historically Black and Historically White InstitutionsKristen A. ClaytonChapter 6: The Still Furious Passage of the Black Graduate StudentVictor E. RayPart III: Between Research, Teaching, and Service: Faculty Identities and ExperiencesChapter 7: Faculty Members from Low Socioeconomic Status Backgrounds: Student Mentorship, Motivations, and IntersectionsElizabeth M. Lee and Tonya MaynardChapter 8: Doing Less with Less: Faculty Care Work in Times of PrecarityDenise GoerischChapter 9: Faculty Assessments as Tools of Oppression: A Black Woman’s Reflections on Colorblind Racism in the AcademyBedelia N. RichardsChapter 10: “Diversity” Goals and Faculty of Color: Supporting Racial Inclusion and Awareness in General-Education CoursesMelanie Jones Gast, Ervin (Maliq) Matthew, and Derrick R. BroomsChapter 11: Pursuing Intersectionality as a Pedagogical Tool in the Higher Education ClassroomOrkideh Mohajeri, Fernando Rodriguez, and finn schneiderPart IV: Life among Paperwork and Bureaucracy: Staff Identities and ExperiencesChapter 12: Intersecting Identities and Student Affairs ProfessionalsOphelie Rowe-Allen and Meredith SmithChapter 13: Studying STEM while Black: How Institutional Agents Prepare Black Students for the Racial Realities of STEM EnvironmentsTonisha B. LaneChapter 14: Exclusion, Perspective Taking, and the Liminal Role of Higher Education Staff in Supporting Students with DisabilitiesAnnemarie Vaccaro and Ezekiel KimballPart V: Intersectionality and Equity Efforts among Campus CommunitiesChapter 15: Making Room for Gendered Possibilities: Using Intersectionality to Discover Transnormative Inequalities in the Women’s College Admissions ProcessMegan NanneyChapter 16: Troubling Diversity: An Intersectional Analysis of Diversity Action Plans at U.S. Flagship UniversitiesSusan V. IversonChapter 17: Tips of Icebergs in the Ocean: Reflections on Future Research for Embracing Intersectionality in Higher EducationW. Carson Byrd, Sarah M. Ovink, and Rachelle J. Brunn-BevelNotes on ContributorsIndex