Intersectionality

Anne-Marie Nuñez is an associate professor of Higher Education and Student Affairs Program in the Department of Educational Studies at The Ohio State University. Her award-winning research focuses on how factors such as race, ethnicity, class and linguistics shape postsecondary opportunities. One line of her scholarship has focused on the higher education experiences and trajectories of Latino, first-generation, and migrant students. Another has emphasized institutional diversity in the United States, including the role of Hispanic-Serving Institutions in promoting college access and success. Two of her current projects involve National Science Foundation grants to broaden participation in geosciences, particularly through experiential learning. Her articles have appeared in Educational Researcher, Harvard Educational Review and American Educational Research Journal, and she is the lead editor of the International Latino book award winner Hispanic-Serving Institutions: Advancing Research and Transformative Practice (2015, Routledge). She acted as Program Chair for the 2014 Association for the Study of Higher Education (ASHE) Conference and now serves on several editorial boards, as well as an Associate Editor for Higher Education: Handbook of Theory and Research.

Antonio Duran is a second-year doctoral student in the Higher Education and Student Affairs program at The Ohio State University. Prior to arriving at OSU, Antonio received his undergraduate degree in English and American Literature from New York University, in addition to acquiring his master’s degree in Student Affairs and Higher Education at Miami University. Antonio is extremely passionate about advancing asset-based research about historically marginalized communities. Specifically, his research interests center the experiences of queer students of color from an intersectional perspective that critically investigates the role that racism and heterosexism plays in their identity exploration. Moreover, he is interested in how educators employ intersectionality when teaching undergraduate and graduate students. As an aspiring faculty member, Antonio hopes to empower the voices of students with multiple marginalized identities on campus. Identifying as queer person of color himself, Antonio desires to increase the representation of QPOC faculty on campus.

 

Being a Steward of Intersectionality in Teaching

Let’s create a cacophony of sound to represent our intention. To hold these women up. To bring them into the light.
– Kimberlé Crenshaw, The Urgency of Intersectionality

In a recent Ted Talk, Kimberlé Crenshaw (2016) emphasized the need to address overlapping systems of oppression, particularly the pervasive nature of racism and sexism affecting women of color, whose concerns can be rendered invisible when only one or the other is considered. As two educators who have previously taught a graduate course titled Diversity in Higher Education, we have aimed to address Crenshaw’s call for intersectional approaches in our teaching and research. In these experiences, we have found that, as Jones and Wijeyesinghe (2011) suggest, however, “The core tenets of intersectionality provide a guiding framework, but not a recipe for application to teaching practice” (p. 19). Given the lack of a recipe, how can educators infuse a framework of intersectionality into their teaching? Following Ange-Marie Hancock’s message to scholars to acknowledge the historical and social contexts shaping this framework and to fully realize its potential to transform oppressive educational structures, we propose three essential elements involved in being good stewards of intersectionality in our teaching. Read more

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Adai Tefera’s research focuses on improving educational policies for diverse learners with dis/abilities. She is particularly interested in understanding the socio-historical, political, and cultural dimensions that shape policies and impact learning. A second strand of her research focuses on knowledge mobilization, an emerging field that aims to increase the impact and use of research by utilizing interactive strategies that target wide audiences, including educators, policy makers, community organizers, parents, and students. She is specifically interested in knowledge mobilization efforts that advance equity in education.

Taucia Gonzalez is a doctoral candidate at Mary Lou Fulton Teachers College at Arizona State University in the Curriculum and Instruction program with a concentration in special education. She is interested in expanding literacy practices for language minority students with learning disabilities. More specifically, her work examines how Latina/o language minority students engage in literacy across in- and out-of-school contexts.

Cueponcaxochitl’s research draws on decolonial and socio-cultural theories to examine Ancestral Computing for environmental, economic and social sustainability. Ancestral Computing for sustainability is an ecosystems approach to solving complex problems by interweaving Ancestral Knowledge Systems and computer science. She is a Xicana scholar activist who applies the interdisciplinary frameworks, coloniality of power and figured worlds, to analyze identity formations and civic engagement across learning environments (formal and informal). Her research informs various areas of work such as foundations, teacher preparation programs, curriculum studies and policy in computer science education.

Sarah Alvarado Díaz is a research assistant for Equity Alliance and a first-year doctoral student in the Learning, Literacies and Technologies program, with a special interest in students who are labeled as English language learners, as students who receive special education services, and in particular, looking at disproportionate numbers of English language learners being referred for special education services or being placed in special education programs.  Prior to coming to ASU as a full-time student she worked as an elementary school teacher in a South Phoenix school for sixteen years, where she worked with first through third grade students, and many years as a dual language teacher, in English and Spanish.  

This blog is written from the perspective of our four voices combined. You will see that the lines between our stories are blurred. Our combined experiences in policy and teaching in diverse settings is weaved into the voice of one person with four intersectional paths of theory and practice. Read more

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