Employing a power-conscious, intersectional framework (Crenshaw, 1991; Dill & Zambrana, 2009), I argue educators must understand power, privilege, and oppression to effectively support and guide learning and development among student activists. Students from minoritized groups, including students of Color, women, and lesbian, gay, bisexual, and transgender (LGBT) students, frequently engage in activism because of their experiences with marginalization and face different consequences for their activist engagement than do White, male, cisgender, and heterosexual students. Recommendations for educators striving to support student activists include connecting student activism to student learning and development, developing strategies for managing multiple and conflicting roles on campus, and developing a power-conscious framework for engaging with students.

中文翻译：

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支持学生积极分子的权力意识和交叉方法：学习和发展的考虑因素。

我认为教育工作者必须了解权力、特权和压迫，才能有效地支持和指导学生积极分子的学习和发展，并采用一个注重权力的、交叉的框架（Crenshaw，1991 年；Dill & Zambrana，2009 年）。来自少数群体的学生，包括有色人种、女性和女同性恋、男同性恋、双性恋和跨性别 (LGBT) 学生，由于他们被边缘化的经历而经常参与激进主义，并且与白人、男性、顺性别者和异性恋学生。对努力支持学生积极分子的教育工作者的建议包括将学生积极分子与学生的学习和发展联系起来，制定管理校园内多重和冲突角色的策略，