By Margaret MacKeverican, Academic Advisor, Department of Public Health

The intersectional model of multiple dimensions of identity (I-MMDI) was conceptualized by Jones, Abes, and Quaye in 2013 and is a combination of the model of multiple dimensions of identity (MMDI) and the reconceptualized model of multiple dimensions of identity (RMMDI), with Intersectionality as the lens. 

Here are the basics of this complex theory: 

• This model has micro/individual and macro/ structural levels of analysis 

• The macro-level analysis has large, intersecting rings, that represent the intersecting systems of power, such as racism/sexism/heterosexism/transphobia 

  • And the intersectional lens insists on the central role of this macro context, because the larger structures of power are always present within identity development (Dill & Zambrana, 2009). 

• The micro-level of analysis consists of the original MMDI, and is situated within the macro context 

  • Situating the individual within power structures illustrates how the micro and macro are inextricably connected. 

• This model also has multiple intersecting identities, and a core, which is the active process of living authentically as the individual interacts with varying and shifting contexts  

• At the micro level, the salience of various social identities is represented by dots and their proximity to the core, but at the Macro level, dots would represent intersecting structures of power at the sites of the intersections of social identities (for example, your identity at school, work, church) 

• The filter is from the RMMDI and is a layer between the micro and macro systems to show the ways meaning making influences experience at both the micro and macro levels of analysis 

• These three elements, the individual, power structures, and meaning making, are nested within one another. 

Advisor Praxis of I-MMDI 

This is important to the context of our advising practice, because the space we occupy as higher education professionals is NOT race/gender/class neutral (Mitchell, Wood, & Witherspoon, 2010). Systems of oppression have shaped higher education and its policies and practices. Advisors can combat some of this by dismantling power dynamics during appointments, while providing students the tools necessary for their success and pushing them toward autonomy.  

Advisors not only need to be cognizant of the multiple dimensions of identity, but also of how we bring our salient identities into our practice and how these may interact with student identities in the larger, macro context of the systems of oppression and power at play, such as our institutions. Advising is also recognized as the most important support process that universities offer to help students navigate and persist in higher education (Auguste, Packard,  & Keep, 2018).  

Various higher education theories (Kuh, Tinto, Astin) attribute student success and persistence to students who feel attached to their institutions through a sense of belonging. A study conducted by (Auguste, Packard,  & Keep, 2018) on post-traditional women students found that students who have their intersectional identities recognized had positive outcomes within the advising context and came away from these interactions with a positive feeling about not only towards the advisor, but towards the institution, as well.  

Incorporating the I-MMDI: 

We need to recognize marginalized student populations’ experiences/identities as assets, rather than deficits (Auguste, Packard,  & Keep, 2018). However, possessing a similar social identity was not necessary to feel an advisor valued or appreciated the student’s identity (Auguste, Packard,  & Keep, 2018). Also, advisors are perceived positively by students (Auguste, Packard,  & Keep, 2018) when they: 

• Demonstrate knowledge of identity complexity by asking meaningful questions  

• Affirm confidence in the abilities of students, even when providing difficult feedback 

• Communicate high expectations or affirmations of student belonging 

Advisors who use microaffirmations (Rowe, 2008) in their daily advising practices create spaces where students can resist and combat ongoing marginalizing experiences. (Lee, 2018). Microaffirmations (Rowe, 2008) are small gestures extended on a daily basis that empower students to thrive, foster inclusion, listening, comfort, and support for people who may feel unwelcome or invisible in an environment, such as institutions of higher education. 

Takeaways: 

• Our space in higher education is NOT race, gender, class neutral  

• Acknowledge intersectionality 

• Your own and students’ 

• Recognize students’ experiences/identities as assets, rather than deficits 

• Utilize microaffirmations 

• Provide an affirming  space students feel welcome, included, and valued