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Higher education scholars have examined Latino/a student experiences and ethnic identity, yet there is no research describing the ethnic identity development of Latino fraternity members at a Hispanic Serving Institution (HSI). The purpose of this phenomenological study was to understand how membership in a Latino fraternity at an HSI enhanced members' ethnic identity development. Using Bronfenbrenner's (2005a) bioecological theory of human development as the guiding framework, six themes emerged that enhanced members' ethnic identity development. Implications for student affairs and higher education administrators at HSIs and non-HSIs are discussed.

In this qualitative study, the authors explored how an individual's privileged social or cultural group statuses (e.g., being White, male, or heterosexual) may work in combination with an individual's oppressed group statuses (e.g., being African American, a woman, or lesbiadgayibisexual) in shaping the individual's multicultural experiences.En este estudio cualitativo, 10s autores exploraron como la posicion smial o cultural privilegiada de una persona (por ejemplo, ser Blanco, hombre, o heterosexual) puede trabajar en combinacion con las posiciones oprimidas del grupo a quien pertenece el individuo (por ejemplo, ser African0 Americano, mujer, o lesbianal gayhisexual) cuando se estan formando las experiencias multicultutales del individuo.he dimensions of identity model (Arredondo et al., 1996) highlighted various dimensions along which individuals differ in socially and psy-

SUMMARY In-depth interviews were conducted with ten lesbian and bisexual women university students to learn about their experiences living in college residence halls. Many of the women reported experiencing a hostile environment as a result of direct and indirect harassment and lack of support from roommates, resident assistants, and other residents. Participants also reported supportive factors that helped to make the environment more comfortable. In particular, these students appreciated residence life staff who actively confronted homophobic acts and showed their support by providing information on lesbian, gay, and bisexual topics. Interviewees provided suggestions for improving the climate in residence halls and for training residence hall staff to work more effectively with lesbian, gay, and bisexual students. Implications are offered for addressing homophobia and heterosexism in women's residence halls.

This chapter examines color‐blind campuses that perpetuate White transparency and racially cognizant environments that reveal and challenge notions of color blindness. Recommendations are offered to help White students respond to the realities of Whiteness and move beyond color‐blind racism.