The Intersectionality of Identities: A Graduate Student Perspective on Higher Education Administration

By Gary C. Waymire-Cooper, November 2010

As I entered into my master degree studies in higher education administration, I began to (once again) question the role of my collective identity and my intersecting minority identities in relation to my daily interaction with the general population. This reflection process on-going and ever changing; it is necessary in order to become an effective higher education administration practitioner. Understanding oneself is the personal foundation in how one develops themselves into his or her professional role. Higher education administration often contains students and professionals that possess a plethora of diversity.  By recognizing that diversity and what it consists of, and how it relates to your role as a professional, you can begin the process of professional development during your academic students.

Identity is defined as, “the distinguishing character or personality of an individual” (Merriam-Webster, 2010). Identity can (and mostly) consists of visible (e.g. – age, race/ethnicity, gender, physical disability, etc.) and non-visible (e.g. – sexual orientation, learning/emotional disability, religion, nationality, etc.)  components. For example, Matthew may identify as being a Caucasian-American, Protestant, abled-bodied man and his colleague, Sakura, may identify as being a Japanese, American-immigrant, Buddhist woman. How we identify ourselves is the precursor on how we identify everyone else. Based on identities, people are often classified as ‘majority’ or ‘minority’. Individuals who identify as having one or more ‘minority’ identity often face some sort of discrimination, oppression, or resistance from someone who does not identify as the minority.

As a result of examining the current institution where I am a graduate student and also a graduate program assistant, I had observed that most of the campus population (students, faculty, staff, and administration) consist of Caucasian-American, middle-class, suburban individuals. There are some diversity within the campus, but it is far and few in between. Going into this field, my main questions are “how does my status as a minority affect my roles (as a student and a graduate assistant)” and “how does my status as a minority affect others on campus?” By identifying and critically analyzing these questions, I hope to settle some potential internal and external conflict that may arise as a result of being a minority in a majority setting.

Identifying as an African-American, race is at the forefront of most things related to diversity in my life. Race is something that is (mostly) visible and very little can be done to ‘hide’ it. In the year 2010, I still often face conflict and resistance due to being African-American; most importantly, the stereotypes that are associated with African-American males. I am often stereotyped as having a criminal background, low socioeconomic status, having fathered children out of wedlock (and not taking an active role in the lives of the children), excelling in sports, and always ‘up to something’ when I’m in geographic locations that are not predominately African-American. My second, almost ‘invisible’, identity relates to my sexual orientation. Identifying with the Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ) community, a whole another set of stereotypes arises. The difference with my sexual orientation is that it is not readily ‘visible’; I have the ability to ‘hide’ it and ‘bring it outward’. Even though I possess many other identities, these are the two I would like to focus on for the purpose of this article.

These two layers of identity are not independent of each other. By studying the intersectionality of race and sexual orientation, one realizes that both have separate and cumulative connotations associated with them. In my everyday life, I often think in a way that aligns with the construction of a Venn diagram: looking at race and sexual orientation as separate lenses and the intersection of them both.  Some people would go further to say that I have “two strikes against me”. By viewing every situation through the lenses of minority statuses, this allows me to think critically and to provide more of a comprehensive observation. On the other side of things, this sometimes results in me becoming more confused and unsettled about a particular situation. This is often an interrelated internal questionable struggle: when is it acceptable for me to identify and share my African-American cultural roots and/or my LGBTQ cultural foundation?

I am fortunate to be a graduate student in the School of Education, where diversity and multiculturalism is viewed as an asset and vital in today’s globalized economy. Despite the open embracement of diversity in the institutional and conceptual framework of the school, the individuals who make up segment of campus may not always align with the mission, vision, beliefs, and values of the school. Although everyone may not openly acknowledge their biases and prejudiced, being a ‘double-sworded’ minority had always taught me to approach situations carefully. In terms of classroom and homework discussions relating to the field of higher education administration, I often try to add layers of identity to the mix. I feel that the intersectionality of my identities brings a rich and unique perspective to the classroom setting.  As a result of this, at times, people have often accused me of seeking issues of oppression, discrimination, and biases when often not present. In response, I feel that I am always using critical thinking throughout my journey toward professionalism.

As a graduate assistant in the School of Education, I feel that I am allowed to flourish as a professional wholeheartedly. I am not biased towards this simply because I am employed there; but because of its diverse, nonjudgmental, accepting demeanor. This particular academic office has this embedded in its professional culture and practice. My supervisors and coworkers recognized the intersectionality of my identities and myself as a whole. When I am interacting with undergraduate and post-baccalaureate students as a coordinator, I have the full support and assistance with my colleagues. I put my full effort into my duties as a graduate assistant as a diversity-enriched professional in my daily tasks and while assisting students; this allowance has resulted in providing the best ‘customer service’.

Collectively, by examining the different layers of identity and examining its intersectionality, I continue in this journey of higher education administration with great enthusiasm and passion. By recognizing, learning about and ultimately embracing diversity, individuals in postsecondary institutions can create a welcoming environment for professionals to participate and thrive. Higher education administration students and professionals can benefit from embracing diversity in its interactions, missions, and visions. As I continue my studies in this field and interacting in it as a graduate assistant, the next question I have begun to ponder is, “Will I ultimately land a career with an institution that values me as a diversity-enriched professional?”

References

Merriam-Webster. (2010). Identity – definition and more from the free merriam-webster

dictionary. Retrieved from http://www.merriam-webster.com/dictionary/identity

Gary C. Waymire-Cooper is currently a master degree student in the Higher Education Administration program in the Department of Administrative Leadership in the School of Education at the University of Wisconsin-Milwaukee and a graduate program assistant of the Education Research Center in the Office of Academic Services in the School of Education at the University of Wisconsin-Milwaukee. He has received his Bachelor of Science in Educational Studies from the School of Education at the University of Wisconsin-Milwaukee in 2010. You can view his online portfolio at http://www.GaryCWaymire-Cooper.com.