(Dis)engaged and Unsupported: Women of Color Graduate Students and Institutional Failures Amid COVID-19

This study examines the lived experiences of women of Color graduate students (WOCGS) enrolled in education programs during the 2020–2021 academic year, a period marked by the compounded stressors of the COVID-19 pandemic and existing institutional inequities. Guided by critical race feminism, the authors analyzed how 15 WOCGS (dis)engaged with building and maintaining academic communities during this isolating time. Findings reveal that while WOCGS’ perceptions and engagement varied based on when they began their program in relation to the pandemic, institutional failures to support WOCGS greatly influenced their experiences. Ultimately, the authors argued that even when WOCGS needed support the most, higher education institutions fell short in providing adequate resources and fostering inclusive environments. This article contributes to the growing body of literature on the intersectional challenges facing WOCGS, student experiences during COVID-19, and calls for critical changes in graduate education to ensure equitable support for all students.