In this presentation, I will focus on racial identity-context congruence, that is, the extent that racially minoritized students' constructions around the importance and meaning of their race can be aligned or misaligned with their experienced academic environments. I will share studies linking students' identity-based experiences (interpersonal and climate experiences in academic and social contexts) that are stigmatizing or affirming to outcomes related to their academic identities, achievement, and persistence. This work also highlights how many racially minoritized and underrepresented students draw on their racial and cultural identities in ways that promote their motivation and persistence, especially in settings where they are underrepresented and experience marginalization based on their multiple social identities (e.g., race/ethnicity, gender, socioeconomic status, among other identities). I will discuss implications for scholarly approaches to studying positive development among racially minoritized students; as well as the need to shift away from institutional approaches focused only on supporting minoritized students in navigating non-congruous environments (individual student resilience) toward approaches focused on creating/recreating settings that affirm and align with minoritized students' identities and that leverage students' identity strengths to support them as whole persons (institutional resilience).
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