The purpose of this study is to understand how identity and experiences among marginalized students influence alumnx lifetime financial giving. Data originated from "The National LGBT Alumni Survey," with 2,290 participants representing all 50 U.S. states and Carnegie institution classifications. We use identity-based motivation (Oyserman & Markus, 1998) as our theoretical framework and a conceptual framework derived from Monks (2003) and Clotfelter (2003) to examine undergraduate involvements and alumnx giving in the LGBTQ community. Results indicate that demographics, academic involvements, co-curricular involvements, finances, and LGBTQ experiences have significant relationships with lifetime financial giving.