Abstract
Using qualitative data from 22 early-career–student-affairs professionals, this study examines the relationship between social and professional identity and professional practice. Guided by the R-MMDI and a criticalist perspective (Freire, Citation1970), we find that race, gender, age, and first-generation status are the most salient identities in the workplace. These identities are most often reported by participants as a tool used to connect with students and advocate for student needs.
Disclosure Statement
No potential conflict of interest was reported by the authors.