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Intersectionality & Higher Education

Theory, Research, & Praxis

Edited By Donald Jr. Mitchell, Charlana Simmons and Lindsay A. Greyerbiehl

Intersectionality is a term coined by Kimberlé Crenshaw in 1989. A scholar of law, critical race theory, and Black feminist thought, Crenshaw used intersectionality to explain the experiences of Black women who – because of the intersections of race, gender, and class – are exposed to exponential forms of marginalization and oppression. Intersectionality & Higher Education documents and expands upon Crenshaw’s ideas within the context of U.S. higher education. The text includes theoretical and conceptual chapters on intersectionality; empirical research using intersectionality frameworks; and chapters focusing on intersectional practices. The volume may prove beneficial for graduate programs in ethnic studies, higher education, sociology, student affairs, and women and gender studies alike.


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s a diverse range of identities, highlighting narratives of often unheard communities, and integrating race, gender, class, sexuality, and nativity in new ways. The contributing authors manage to hold on to the complexity of intersectionality, while also creating accessible space for scholars and practitioners to understand, engage, and explore intersectional concepts. Collectively, this work urges us to be reflective about the structures that reinforce our experiences of oppression and privilege as well as the experiences of others, and provides us with thoughtful strategies that can ultimately lead us to more equitable communities.” —Kimberly A. Griffin, Associate Professor, University of Maryland, College Park “This book illustrates the potential for the lens of intersectionality to inform how higher education scholars and practitioners respond to changing identities in the U.S. population. The authors illuminate the experiences of underexplored identities in higher education, call for us to recognize that no one can be reduced to one or two identities, and provide us with the tools to do so. Importantly, the contributors reveal the role of privilege as well as marginality in shaping higher education experiences and illustrate how higher education personnel can address the complexities of simultaneously experiencing both conditions. To advance intersectionality’s potential to influence social transformation, the book demonstrates how this lens can foster more inclusive environments for faculty, practitioners, and students from diverse social and economic backgrounds. Together, the authors offer many empirical examples of how higher education personnel can effect institutional change in this direction. This book pushes faculty, scholars,...

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