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Intersectionality & Higher Education: Theory, Research, & Praxis
Jr. Donald Mitchell
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Description for Intersectionality & Higher Education: Theory, Research, & Praxis
Paperback. Intersectionality is a term coined by Kimberle Crenshaw in 1989. This book documents and expands upon Crenshaw's ideas within the context of US higher education. It includes theoretical and conceptual chapters on intersectionality; empirical research using intersectionality frameworks; and chapters focusing on intersectional practices. Editor(s): Mitchell, Donald, Jr.; Simmons, Charlana Y.; Greyerbiehl, Lindsay A. Num Pages: 292 pages. BIC Classification: JFSJ1; JM; JNFR. Category: (P) Professional & Vocational. Dimension: 226 x 151 x 21. Weight in Grams: 460.
Intersectionality is a term coined by Kimberlé Crenshaw in 1989. A scholar of law, critical race theory, and Black feminist thought, Crenshaw used intersectionality to explain the experiences of Black women who – because of the intersections of race, gender, and class – are exposed to exponential forms of marginalization and oppression. Intersectionality & Higher Education documents and expands upon Crenshaw’s ideas within the context of U.S. higher education. The text includes theoretical and conceptual chapters on intersectionality; empirical research using intersectionality frameworks; and chapters focusing on intersectional practices. The volume may prove beneficial for graduate programs in ethnic studies, higher education, sociology, student affairs, and women and gender studies alike.
Product Details
Publisher
Peter Lang Publishing Inc
Format
Paperback
Publication date
2014
Condition
New
Number of Pages
292
Place of Publication
, United States
ISBN
9781433125881
SKU
V9781433125881
Shipping Time
Usually ships in 15 to 20 working days
Ref
99-2
About Jr. Donald Mitchell
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.
Reviews for Intersectionality & Higher Education: Theory, Research, & Praxis
« [This book] engages readers on multiple levels and adds to our understanding of intersectionality not only as an area of study, but as a tool that can and should be used to improve our work.…Collectively, this work urges us to be reflective about the structures that reinforce our experiences of oppression and privilege as well as the experiences of others, and provides us with thoughtful strategies that can ultimately lead us to more equitable communities.» (Kimberly A. Griffin, Associate Professor, University of Maryland, College Park) «The authors illuminate the experiences of underexplored identities in higher education, call for us to recognize that no one can be reduced to one or two identities, and provide us with the tools to do so. Importantly, the contributors reveal the role of privilege as well as marginality in shaping higher education experiences and illustrate how higher education personnel can address the complexities of simultaneously experiencing both conditions.» (Anne-Marie Núñez, Associate Professor, The University of Texas at San Antonio) « [This book] engages readers on multiple levels and adds to our understanding of intersectionality not only as an area of study, but as a tool that can and should be used to improve our work.…Collectively, this work urges us to be reflective about the structures that reinforce our experiences of oppression and privilege as well as the experiences of others, and provides us with thoughtful strategies that can ultimately lead us to more equitable communities.» (Kimberly A. Griffin, Associate Professor, University of Maryland, College Park) «The authors illuminate the experiences of underexplored identities in higher education, call for us to recognize that no one can be reduced to one or two identities, and provide us with the tools to do so. Importantly, the contributors reveal the role of privilege as well as marginality in shaping higher education experiences and illustrate how higher education personnel can address the complexities of simultaneously experiencing both conditions.» (Anne-Marie Núñez, Associate Professor, The University of Texas at San Antonio)