商品簡介
Expanding on Kimberle Crenshaw's concept of intersectionality as applied to marginalized black women due to the intersections of race, gender, and class, this volume brings together 23 essays that apply intersectionality to US higher education theory, research, and praxis. Education and other scholars from the US discuss theory first: intersectionality, identity, and systems of power and inequality; racial privilege, gender oppression, and intersectionality; the legacy of critical legal studies and critical race theory; the multiplicity and intersectionality of indigenous identities; the higher education pathways of undocumented students; the advantages of intersectionality in higher education research on Asian American and Pacific Islander women who have experienced sexual violence; uses for exploring the college experiences of multiple marginalized lesbian, gay, bisexual, and transgender students; how policy is informed by intersectionality; and the use of a tapestry model to understand social identities in systems of structural inequality. The research section addresses research design; the academic experiences of undergraduate black women and Latinas; female student veterans; student support services programs for marginalized students; the support of silence and ignoring intersections in elite liberal arts college classrooms; the influence of class on black students; educational outcomes; hidden populations like Asian Americans who are gay, lesbian, or bisexual; and demographic information collection and student affairs surveys. The praxis section discusses spaces for women of color on college campuses, using intersectionality to engage in dialogue, raising the graduation and retention rates of African American men, student affairs programs, PhD mentoring programs, and equipping students to create change. Annotation c2014 Ringgold, Inc., Portland, OR (protoview.com)
作者簡介
Donald Mitchell, Jr. (PhD, University of Minnesota – Twin Cities) is Assistant Professor of Higher Education at Grand Valley State University. His research explores the impact of race, gender, and identity intersections in higher education contexts.
Charlana Y. Simmons is Director of Student Success and Diversity in the College of Natural Sciences at the University of Massachusetts Amherst. Her research interests include critical race theory and the experiences of African American males in formal educational contexts.
Lindsay A. Greyerbiehl is a graduate of the M.Ed. in Higher Education program at Grand Valley State University. Her research interests include critical feminist and queer theory, neoliberalism, structural inequity violence, and intersectionality.
