Employing Multilevel Intersectionality in Educational Research

Núñez, Anne‐Marie

doi:10.3102/0013189x14522320

Cited by 135 publications

(144 citation statements)

References 34 publications

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“…Not only are they related but the combination of different characteristics is more than the sum of single elements separately. Intersectionality theory, however, has been criticised of failing to address the role of institutional structural conditions (Davis 2008;Núñez 2014). For this omission the integration context theory (Crul and Schneider 2010), which stresses the importance of differences in institutional arrangements across local and national contexts as well as over time, provides an important input.…”

Section: Introductionmentioning

confidence: 99%

Super-diversity vs. assimilation: how complex diversity in majority–minority cities challenges the assumptions of assimilation

Crul

2015

Journal of Ethnic and Migration Studies

263

187

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To cite this article: Maurice Crul (2015): Super-diversity vs. assimilation: how complex diversity in majority-minority cities challenges the assumptions of assimilation, Journal of Ethnic and Migration Studies, ABSTRACTInternational migration changed large West European cities dramatically. In only two generations' time, their ethnic make-up is turned upside down. Cities like Amsterdam and Brussels now are majority-minority cities: the old majority group became a minority. This new reality asks for an up-to-date perspective on assimilation and integration. In this article, I will show why grand theories like segmented and new assimilation theory no longer suffice in tackling that new reality of large cities, and I will question critically whether using the perspective of super-diversity is more pertinent for our analyses. Children of immigrants nowadays no longer integrate into the majority group, but into a large amalgam of ethnic groups. Next to the diversification of ethnic groups, we see diversification within ethnic groups in the second and third generations. I will focus on intergenerational social mobility patterns given that they are key to existing grand theories of assimilation. I will argue that super-diversity theory can only partially show us the way. To further build an alternative theoretical perspective, we also need to borrow from the intersectional approach and the integration context theory. ARTICLE HISTORY

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Section: Introductionmentioning

confidence: 99%

Super-diversity vs. assimilation: how complex diversity in majority–minority cities challenges the assumptions of assimilation

Crul

2015

Journal of Ethnic and Migration Studies

263

187

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“…It should be noted that although the development of intersectionality as a field of study is often framed as integrally linked with the experiences of Black women, 4 the research-based examples we discuss are not directly grounded in the experiences of Black women. This is because there were no Black women enrolled in the field course, a condition that reflects the extremely low percentage of women of color in the geosciences from historically underrepresented racial/ethnic populations (NSF, 2019). Although our research therefore does not focus on the experiences of Black women per se, we draw on intersectionality's distinctive potential as a tool to offer insight for understanding the experiences of populations that experience multiple marginality (Hancock, 2016).…”

Section: Methodsmentioning

confidence: 99%

Applying an intersectionality lens to expand equity in the geosciences

Núñez

Rivera

Hallmark

2019

Journal of Geoscience Education

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Geosciences remains one of the least diverse science disciplines. Recent efforts in the discipline have aimed to address leadership, organizational, and structural factors to increase engagement of diverse participants. As these efforts expand, it is important to recognize the interrelated roles of distinctive social identities in affecting opportunity structures to pursue geosciences. In particular, attending to groups who hold multiple marginalized identities is especially critical to advance equity. In this piece, we examine how intersectionality, a lens from the social sciences, can be employed conceptually and practically to broaden participation in geosciences, particularly among underrepresented groups such as women of color or others with multiple marginalized statuses. We first outline the key concepts constituting a lens of intersectionality and explain a specific model of intersectionality that incorporates multiple individual, cultural, and historical layers. Second, we examine extant research literature to explore how intersectionality might be applied in geoscience education. Third, we draw on geoscience education and more general science education research to explore how individual and intersecting identities, organizational dimensions, and cultural-historical factors, as integrated in this lens of intersectionality, can enhance understanding of students' lived experiences and historical conditions. We supplement this analysis with exemplars from our own empirical research on the culture of inclusion and exclusion in fieldwork. Finally, because intersectionality focuses on expanding life opportunities for historically marginalized groups, we conclude with recommendations on how researchers and practitioners can apply intersectionality to advance equity in geosciences. ARTICLE HISTORY

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“…There has been some confusion about how intersectionality can and should be used by researchers (Davis, ; Núñez, ). Intersectionality is multidimensional and is used as a theory, a process or method, and/or a strategy for analyzing data.…”

Section: Intersectionality: a Theoretical And Methodological Frameworkmentioning

confidence: 99%

“…The theoretical tenets of intersectionality are clear; however, the tools for “doing” intersectionality are emerging. Even still, we have some clarity from recent work that has considered it both as a conceptual framework and a methodological guide (Charleston, Adserias, Lang, & Jackson, ; Núñez, ). Intersectionality can be used to describe how interlocking systems of oppression work in a larger context of inequities; therefore, it can be used to both frame discussions beyond narrowly defined categories of identity and guide inquiry using a set of tools to highlight and give voice to the experiences of those with multiple marginalized identities.…”

Section: Intersectionality: a Theoretical And Methodological Frameworkmentioning

confidence: 99%

“…Rather, multiple dimensions of identity and how they intersect must be considered. In light of the fact that multiple minoritized identities overlap and intersect, we have not quite reached the point of measuring this complexity in research design (Núñez, ). This chapter will discuss the experiences of underrepresented women of color in STEM fields and the importance of using intersectional frameworks for studying these populations.…”

Section: Introductionmentioning

confidence: 98%

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Advancing Theoretical Frameworks for Intersectional Research on Women in STEM

Gayles

Smith

2018

New Drctns for Instit Rsrch

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Research on women in STEM often silences the voices of minoritized populations, such as women of color, in part because the most commonly used theoretical frameworks do not center or contextualize their experiences. This chapter highlights the importance of critical perspectives and methodologies such as intersectionality in research design. We conclude with implications for using critical approaches to disrupt the status quo and advance minoritized populations in STEM.

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Employing Multilevel Intersectionality in Educational Research

Cited by 135 publications

References 34 publications

Super-diversity vs. assimilation: how complex diversity in majority–minority cities challenges the assumptions of assimilation

Super-diversity vs. assimilation: how complex diversity in majority–minority cities challenges the assumptions of assimilation

Applying an intersectionality lens to expand equity in the geosciences

Advancing Theoretical Frameworks for Intersectional Research on Women in STEM

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