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Giving a voice to marginalized groups and understanding the double bind is critical, especially after the Charlotte, VA protests and the white supremacist discourse that has pervaded our country. The result of the discourse, more subtle beliefs about white superiority and institutional barriers is an overrepresentation of women of color (WOC) in the leaky STEM pipeline and thus the loss of their presence and expertise. The absence of WOC hinders knowledge production and innovation that is essential for societal advancements and scientific discovery. The “chilly climate” is often cited as an explanation for the loss of WOC from STEM. However, interactions that allow the “chilly climate” to persist have yet to be characterized. This lack of understanding can inhibit the professional engineering identity construction of WOC. Additionally, engineering education research typically focuses on a single identity dimension such as gender or socio-economic status. These studies connect an identity dimension to student outcomes and few studies clarify how the identity is situated within the social context of the engineering culture. Consequently, a need exist to examine how the engineering culture impacts multiple components of identity and intersecting identities of WOC. To address this gap, our study illuminates the intersections of identity of WOC and how they perceive the double bind of race and gender within the context of their engineering education. The data reported here are a part of a larger, sequential mixed-methods study (N=276) of undergraduate female engineering students at a large Midwestern research university. This project applies the …