Theory, Research, & Praxis
Edited By Donald Jr. Mitchell, Charlana Simmons and Lindsay A. Greyerbiehl
← x | xi → Foreword
SUSAN R. JONES
Intersectionality as a framework for analyzing and understanding higher education has attracted scholars, researchers, and practitioners because of its explanatory and elucidating power in addressing the complexities of what we experience to be higher education in contemporary times. Many years ago, noted higher education and student development scholar Arthur Chickering commented that we “should hold the many theories available to us with tenuous tenacity and maintain a tough-minded and inquiring mind regarding theories” (Thomas & Chickering, 1984, p. 399). This continues to be good advice, particularly when embracing newer theoretical constructs and frameworks that become so popular so quickly that they run the risk of becoming “buzzwords” as well as being “catchy and convenient” (Davis, 2008, p. 75). Intersectionality has garnered the attention of scholars and practitioners in higher education and inspired them to define, understand, and apply it to various educational issues, institutional contexts, and student populations. Indeed, Intersectionality & Higher Education: Theory, Research, and Praxis represents a comprehensive and creative effort, with a diverse array of chapters covering a wide range of topics and perspectives on intersectionality in higher education.
Many in higher education were initially drawn to intersectionality because it emphasized linking identity to structures of privilege and oppression (Jones & Abes, 2013). As sociologist and leading scholar on intersectionality Bonnie Thornton Dill wrote, “To a large extent, intersectional work is about identity” ← xi | xii → (Dill, McLaughlin, & Nieves, 2007, p. 630). However, to only see intersectionality as...
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