Diversity & Democracy: Special Issue: Intersectionality and Well-Being

This issue of Diversity & Democracy, produced in partnership with Bringing Theory to Practice and funded in part by Bringing Theory to Practice and the Endeavor Foundation, examines how higher education institutions can take an intersectional approach to fostering individual, community, and institutional well-being. 
Directly resulting from BTtoP's National Conference "The Whole Student: Intersectionality and Well-Being", this issue addresses the crucial role higher education can have in building cultures that respect and support all aspects of students' and educators' multiple, intersecting identities.

To see the full issue or purchase print copies, visit AAC&U's website here.


From the Editor: Intersectionality and Well-Being: A Journey toward Hope and Healing 
By Emily Schuster, Association of American Colleges and Universities 

Intersectionality and Well-Being 

The Whole Student: Finding Balance at the Intersections of Identity and Belonging 
By L. Lee Knefelkamp, Teachers College, Columbia University, and Jennifer O'Brien, Bringing Theory to Practice 

Educating for Wholeness in the Intersections 
By Leeva C. Chung, University of San Diego, and Laura I. Rendón, University of Texas-San Antonio 

Lessons in Resistance and Resilience 
By Janie Victoria Ward, Simmons College 

Alternate Conversations for Creating Whole-System Change around Diversity and Inclusion 
By Frank D. Golom, Loyola University Maryland 

Campus Practice 

Critical Learning, Radical Healing, and Community Engagement in Prison 
By Tessa Hicks Peterson, Pitzer College

Navigating the First Year in Community 
By Denise Bartell, Alison Staudinger, David Voelker, Sandra Graybill, and Alyssa Yang, University of Wisconsin-Green Bay


Reflexivity in Cross-Cultural Collaboration 
By Alicia Fedelina Chávez, University of New Mexico, and Susan Diana Longerbeam, University of Louisville 

Two Perspectives on a Cross-Cultural Mentoring Relationship 
By Rachel Greene and Joe Saucedo, Loyola University Chicago 


What Now? Creating Cultures of Liberation in Higher Education 
By Donald W. Harward, Bringing Theory to Practice