Toward an Understanding of Intersectionality Methodology: A 30-Year Literature Synthesis of Black Women's Experiences in Higher Education

Autor/inn/en	Haynes, Chayla; Joseph, Nicole M.; Patton, Lori D.; Stewart, Saran; Allen, Evette L.
Titel	Toward an Understanding of Intersectionality Methodology: A 30-Year Literature Synthesis of Black Women's Experiences in Higher Education
Quelle	In: Review of Educational Research, 90 (2020) 6, S.751-787 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Haynes, Chayla) ORCID (Joseph, Nicole M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654320946822
Schlagwörter	Females; African Americans; Higher Education; Educational Research; Social Science Research; Feminism; Epistemology; Research Methodology; Racial Bias; Gender Bias; Social Influences; Power Structure; United States History; Political Issues; Sex Stereotypes; Ethnic Stereotypes; College Faculty; African American Teachers; Women Faculty + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Afroamerikaner; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsforschung; Pädagogische Forschung; Social scientific research; Sozialwissenschaftliche Forschung; Feminismus; Erkenntnistheorie; Research method; Forschungsmethode; Racial discrimination; Rassismus; Geschlechterstereotyp; Sozialer Einfluss; Politischer Faktor; National stereotype; Nationales Stereotyp; Fakultät; African Americans; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Frauenakademie; Weibliche Gelehrte
Abstract	Kimberlé Crenshaw's scholarship on Black women has been the springboard for numerous education studies in which researchers use intersectionality as a theoretical framework; however, few have considered the possibilities of intersectionality as a methodological tool. In this literature synthesis, the authors (a) examined studies about Black women in higher education that had been published in the past 30 years to understand how those scholars applied intersectionality across Crenshaw's three dimensions (i.e., structural, political, and representational) and (b) advanced a set of four strategies, arguably providing a guide for engaging "intersectionality methodology," what the authors coin as "IM." Implications for higher education research and social science research broadly are also presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01