Perceptions of Persistence: Examining the Experiences of Senior Student Affairs Professionals with Marginalized Identities

Various educational researchers have studied the contexts and practices that encourage underrepresented student persistence in higher education; yet few studies explore the same phenomena with underrepresented professionals in student affairs. Marginalized professionals must navigate cultural taxation, microaggressions, emotional labor, constantly educating others, and being tokenized; while also living as an oppressed individual in the United States. The purpose of this critical, qualitative, phenomenological study was to chronicle the experiences of professionals with marginalized identities who have persisted and progressed through higher education and understand the contexts that supported their career advancement.