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, 1970), the authors 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.
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