'I Feel Like I Belong, and I Know Why I Belong': An Intersectional Identity-Affirming Counterspace
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| Title: | 'I Feel Like I Belong, and I Know Why I Belong': An Intersectional Identity-Affirming Counterspace |
|---|---|
| Language: | English |
| Authors: | Alexandra Allweiss (ORCID |
| Source: | Urban Education. 2025 60(9):2552-2584. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 33 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Sense of Belonging, Intersectionality, Self Concept, Alumni, Undergraduate Students, Residential Programs, Communities of Practice, On Campus Students, African American Students, Multicultural Education, Social Justice, Equal Education, Student Attitudes, Student Experience |
| Geographic Terms: | Michigan |
| DOI: | 10.1177/00420859241293091 |
| ISSN: | 0042-0859 1552-8340 |
| Abstract: | This paper draws on qualitative interview data with student-residents and alumni of an undergraduate residential learning community at a large U.S. university. The authors bring together the frameworks of intersectionality and counterspace to explore how student-residents experienced the intersectional framework of the residential learning community. This paper outlines how the community served as an "intersectional identity-affirming counterspace" and considers the limitations and challenges of the space within the larger social and institutional context. It concludes with a consideration of the implications for efforts toward educational justice and equity. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1476945 |
| Database: | ERIC |
| Abstract: | This paper draws on qualitative interview data with student-residents and alumni of an undergraduate residential learning community at a large U.S. university. The authors bring together the frameworks of intersectionality and counterspace to explore how student-residents experienced the intersectional framework of the residential learning community. This paper outlines how the community served as an "intersectional identity-affirming counterspace" and considers the limitations and challenges of the space within the larger social and institutional context. It concludes with a consideration of the implications for efforts toward educational justice and equity. |
|---|---|
| ISSN: | 0042-0859 1552-8340 |
| DOI: | 10.1177/00420859241293091 |
