Show Less
Restricted access

Intersectionality & Higher Education

Theory, Research, & Praxis

Edited By Donald Jr. Mitchell, Jakia Marie and Tiffany Steele

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.
Show Summary Details
Restricted access

Chapter Thirteen: “Letting Us Be Ourselves”: Creating Spaces for Examining Intersectionality in Higher Education


← 145 | 146 → CHAPTER THIRTEEN

Creating Spaces for Examining Intersectionality in Higher Education


Although postsecondary institutions typically pay lip service to diversity in mission and vision statements, many fail to embrace programs and approaches that change the dominant structure (d’Arlach, Sánchez, & Feuer, 2009; Goodwin, 2006; Tatum, 2007; Tinto, 2012). As a result, too many of our students live in the margins without mechanisms for supporting and understanding their multiple, simultaneous, and intersecting identities (Weber, 2009). Many scholars have written about the need for academic and financial support for underrepresented students (Carnevale & Rose, 2004; Timpane & Hauptman, 2004; Tinto, 2012), and while these are important, the culture of higher education institutions has to change to serve all students (Goodwin, 2006; hooks, 1989, 2003; Sidel, 1995; Tatum, 2007). For students who are not part of the dominant group, their experiences are too often ignored, and they can be made to feel as if they do not belong. hooks (2003) reminded us of the following:

I have known many brilliant students who seek education, who dream of service in the cause of freedom, who despair or become fundamentally dismayed because colleges and universities are structured in ways that dehumanize, that lead them away from the spirit of community in which they long to live their lives. (p. 48)

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.