Intersectionality in Educational Research

Foreword by Susan R. Jones
Paper: 978 1 62036 096 5 / $35.00
 
Published: July 2015  

Cloth: 978 1 62036 095 8 / $95.00
 
Published: July 2015  

Lib E-Book: 978 1 62036 097 2 / $95.00  
About Library E-Book

Published: July 2015  

E-Book: 978 1 62036 098 9 / $27.99
 
Published: July 2015  

Publisher: Stylus Publishing
330 pp., 6" x 9"
11 illus

Series: Engaged Research and Practice for Social Justice in Education
The purpose of this work is to advance understanding of intersectional theory and its application to research in education. The scholars whose work appear in this volume utilize intersectional theory and research methods to work in fields and disciplines such as Education, Sociology, Women’s Studies, Africana Studies, Human Development, Higher Education Administration, Leadership Studies, and Justice Studies. The book illustrates how intersectional theory can be used in both quantitative and qualitative education research on college student access and success, faculty satisfaction and professional development, and K-12 educational issues such as high school dropouts and bullying. This book is unique, as no other book ties intersectionality to the research process.

Key Features:

* Readers will learn the basic tenets of intersectionality and how it can be useful in education research.

* Readers will learn how intersectionality can be used to analyze both quantitative (large scale survey) and qualitative (interview, participant observation, and ethnographic) data.

* Lastly, readers will learn how intersectionality can be particularly useful in examining the experiences of diverse groups of students attending elementary schools, high schools, colleges and universities, and faculty working at post-secondary institutions.

Intersectionality is increasingly being used in research and education. This theory holds great promise in exploring students’ experiences in terms of access, success, and outcomes for marginalized groups. In essence, application of the theory promotes critical complex thinking regarding the intersectionality of race, class, and gender and their outcomes.

Table of Contents:
Foreword—Susan R. Jones

Series Foreword—Penny A. Pasque

Introduction—Rachelle J. Brunn-Bevel, Danielle Joy Davis, and James L. Olive

Part One: Intersectionality and Methodologies

1. Queering the Intersectional Lens: A Conceptual Model for the Use of Queer Theory in Intersectional Research—James L. Olive
2. A Case for Using Qualitiative Inquiry to Study Intersectionality in College Students—Annemarie Vaccaro
3. Salience at the Intersection: Latina/o Identities Across Different Campus Contexts—Adriana Ruiz Alvarado and Sylvia Hurtado

Part Two: Intersectionality and K–12 Education

4. Teacher's Perspectives on Race and Racial Inequality: Strategic Intersectionality and the Countervailing Effects of Privilege—Laurie Cooper Stoll
5. Gender in Schools: Constructing Identity in High School—Sarah Prior

Part Three: Intersectionality and Postsecondary Education

6. Understanding the Academic Achievement of Latina College Graduates: A Call for Intersectionality as a Methodological Framework—María Oropeza Fujimoto
7. Intersectionality of Multiple Racisms: A Case Study of Campus Climate for Three Mixed Race Undergraduate Women—Chelsea Guillermo-Wann
8. Intersectionality in and of Race: Identity Construction Re/Considered—Alina S. Wong
9. "Writing Our Own Rule Book": Exploring the Intersectionality of Gay College Men—Daniel Tillapaugh
10. Subaltern Supermen: Intersecting Masculinities and Disabilities in Popular Culture—Karen A. Myers, Jason A. Laker, and Claire Lerchen Minneman

Part Four: Intersectionality and Academe

11. Interlocking Oppressions: An Intersectional Analysis of Diversity in Diversity Action Plans at U.S. Land-Grant Universities—Susan V. Iverson
12. In the "Web" of the Twenty-First Century American Academy: Reflections of a Black and an Indian Female Faculty—Namita N. Manohar and Pauline E. Bullen
13. Me-Search IS Research: My Socialization as an Academic—Tamara Bertrand Jones
14. The Experiences of Marginalized Academics and Understanding the Majority: Implications for Institutional Policy and Practice—Dannielle Joy Davis

Conclusion—James L. Olive

Chapter Reflective Questions

Editors and Contributors

Index


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Reviews & Endorsements:
"In Intersectionality in Educational Research, Dannielle Joy Davis, Rachelle J. Brunn Bevel, and James L. Olive have brought together an impressive body of work to illustrate the power and importance of intersectionality in educational research. Drawing from the complex nature of intersectionality, the editors bring together their work in four parts: methodologies, K–12 education, postsecondary education, and academe. In each of these contexts, which almost mirror levels of an ecological system, the book presents unique challenges. The editors have assembled work highlighting both the dynamics of identity and methodological insight. The introduction is also an indispensable part of this volume. It offers a clear and concise review of the history of the term intersectionality and how it has been applied as a theoretical framework. For someone new to the field, the book provides a comprehensive introduction to the subject. For those more familiar, this collection represents a useful compendium of work indicative of the complexity in the field. As a whole, Intersectionality in Educational Research is a unique contribution and brings together a variety of research and perspectives on a term that is quickly becoming a centerpiece of discussion in identity theory and the social contexts of education.
- Teachers College Record
"Intersectionality in Educational Research is an ambitious book designed to introduce readers to definitions and uses of intersectional theory in studying educational policy, practice, and theory. The editors have brought together scholars who employ intersectional theory in empirical and theoretical projects that span K-12 and higher education, students and faculty, and research approaches. This book is an ideal text for readers seeking to enter the scholarly conversation about intersectionality in education research."
- Kristen Renn, Professor of Higher, Adult, and Lifelong Education (HALE) in the Department of Educational Administration , Michigan State University