Diversity and inclusivity are increasingly recognized as vital for academic excellence and workforce preparation in higher education. However, discrimination remains a significant challenge, particularly affecting underrepresented minority students, hindering their career aspirations and success, even after achieving higher education levels. This study investigates discrimination against graduate students in higher education, focusing on their social identities, different educational settings, and the identities of the aggressors. A mixed-methods research design was utilized to explore the nature of discrimination in higher education towards graduate students in a large public university in the Northeast United States. Using a survey, the following research questions were addressed: 1) To what extent do the social identities of graduate students and their aggressors predict students' perceived overt and covert forms of discrimination? 2) To what extent does the frequency of graduate students' perceived discrimination differ by student's social identities? 3) To what extent does the frequency of graduate students' perceived discrimination differ by social identities of aggressors? The quantitative results indicated that discrimination is prevalent among graduate student employees, impacting about a quarter of them. Both overt and covert discrimination exist, with insults and perceived superiority being common. Additionally, significant differences in discrimination frequencies among graduate students were found based on their gender, racial identity, sexual orientation, national origin, and religious identity, with non-binary/third-gender students experiencing heightened discrimination. Female, non-binary or third-gender, people of color aggressors (specifically colleagues) were associated with more frequent discrimination than non-identified aggressors, and discrimination was more common in educational settings when aggressors were multi-racial. The qualitative results showed discrimination experiences among graduate students across diverse social identities, highlighting both overt and covert forms of discrimination, including those based on age, gender, race, disability, and LGBTQ+ status, with discrimination occurring across different settings and perpetrated by various aggressors within academic institutions. Addressing these types of discrimination requires systemic interventions, including updated policies and supportive campus environments, to promote equity and student well-being. [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.]