<p>Intersectional awareness of gendered racism refers to the understanding of how intersecting systems of power and inequality shape the distinct and unequal forms of discrimination experienced by women of color across social contexts. This form of awareness recognizes that racism and sexism operate jointly, producing qualitatively different experiences that vary across race, gender expression, and social location. Developing such awareness is foundational to advancing equity and has been linked to outcomes such as student activism and engagement with social justice efforts. However, empirical research examining whether and how intersectional awareness can be cultivated through educational interventions remains limited. Responding to critiques of “light-touch” bias interventions that fail to produce durable change, the present study employed a week-long learning- and critical-reflection-based intervention to examine whether sustained educational engagement can enhance intersectional awareness among college students. Participants engaged with curated materials centered on gendered racism and completed daily reflective journals designed to promote integrative learning. Intersectional awareness was assessed using both self-report measures and a novel behavioral Facial Rating Task. Results indicated that participants in the intervention condition demonstrated increased intersectional awareness following the intervention, as reflected across both questionnaire-based and behavioral indices. Together, these findings suggest that structured, learning-based interventions implemented in academic settings can meaningfully deepen students’ understanding of complex, intersectional forms of oppression.</p>