College students have long engaged in various forms of protest and dissent about both structural and human oppression appearing in the form of racial and social injustice, gender inequity, laws, war, and politics. Situating student activism in the context of student learning and identity development is key to fulfilling the role of higher education in turning out a democratic citizenry. Currently in the United States, women are outpacing men in terms of college enrollment and graduation rates yet there is a deficit of scholarship which focuses on undergraduate women's activism. This research study aims to address that deficit through an exploration of undergraduate women's perceptions about the role and influence the college experience has on their activist identity. The data for this qualitative narrative inquiry study was collected through semi-structured interviews with 12 undergraduate students, who self-identified as women, in the St. Louis, Missouri metropolitan area. A thematic analysis of the data was performed, guided by a critical feminist lens. A primary finding in this study includes fostering activist identity through the role of the student, the university administration, and the college experience. Additional key findings include activism as transformative learning and a gap between undergraduate women's activism experiences and a fully realized activist identity. Lastly, a model for the process of activist identity diffusion is offered. These findings indicate a need for colleges and universities to develop transparent and forthright policies and frameworks which support student activists and nurture a culture of support and trust. Further, these findings support the idea that higher education institutions should value the work of student activists, particularly undergraduate women activists, as they put in the work required to navigate identity development and participate transformative learning through active citizenship. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]