Establishing the Theoretical and Qualitative Basis for Validating the Intersectional Competence Measure

• In Event: Frameworks and Tools for Critical Discourse in Teacher Education

Abstract

Intersectionality holds great potential for preservice teachers’ understanding of diversity because it can inform collaborative efforts with diverse stakeholders and facilitate preservice teachers’ understanding of diverse learners. In this study, the researcher will draw from the literature on intersectionality and the research on preparation for inclusive education (i.e., education that supports students with disabilities in the general education classroom) to identify indicators of the Intersectional Competence Measure (ICM). Data collected from the focus group sessions presented in this paper informed the language used in the first draft of the ICM. The findings of this study established the theoretical and qualitative basis for validating an instrument that measures preservice teacher’s understanding of intersecting identity markers.

Author

• Mildred Boveda, Florida International University