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Intersectionality & Higher Education

Theory, Research, & Praxis

Edited By Donald Jr. Mitchell, Jakia Marie and Tiffany Steele

Intersectionality is a term coined by Kimberlé Crenshaw in 1989. A scholar of law, critical race theory, and Black feminist thought, Crenshaw used intersectionality to explain the experiences of Black women who – because of the intersections of race, gender, and class – are exposed to exponential forms of marginalization and oppression. Intersectionality & Higher Education documents and expands upon Crenshaw’s ideas within the context of U.S. higher education. The text includes theoretical and conceptual chapters on intersectionality; empirical research using intersectionality frameworks; and chapters focusing on intersectional practices. The volume may prove beneficial for graduate programs in ethnic studies, higher education, sociology, student affairs, and women and gender studies alike.
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Chapter Twenty: Huntley House: A “Post-Black” Living-Learning Community for African American Men


← 239 | 240 → CHAPTER TWENTY

A “Post-Black” Living-Learning Community for African American Men


Equity and diversity initiatives on university campuses not only include gender, race, ethnicity, sexual orientation, religion, national origin, and disability, but they also have been expanded to understand that these identities reflect invisible ranges of perspectives, ideas, and epistemologies that have the ability to enhance innovation and creativity that is central to excellence in higher education. There must be more than lip service to equity; intentional strategies to increase the value and retention of diversity as an integrated process by faculty, administration, and staff require explicit policies that can be monitored, evaluated, and internalized for new strategies. This is especially true for those students at the intersection of two identities: African American and male. An overwhelming body of research highlights poor retention and graduation rates in higher education of those with this intersectionality. (For example, see Shaun Harper’s [2012] Bibliography on Black Undergraduate Men: Books, Reports, and Peer-Reviewed Journal Articles). New strategies are needed to raise the graduation and retention rates of these students.

Dara Strolovitch (2008) noted, “[P]roactive efforts and extra resources [can] overcome entrenched but often subtle biases that persist against marginalized groups” (p. 10). Often when African American students arrive at predominantly White institutions (PWIs), they are faced with various academic and social stresses that may impede their commitment to the institution and matriculation (Harper, 2006). Further, African American...

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