I AM: Intersectionality as Methodology and Black Women as Possibility Models for Educational Research

• In Event: Black Women and Girls in the Education Pipeline

Abstract

Intersectionality as an interpretive framework has significantly contributed to the field’s increased understanding of the complex lives of oppressed groups, particularly, Black women and girls. However, little is known about intersectionality, when situated as a research methodology. This study reports findings from an examination of 55 peer-reviewed journal articles focused on the experiences of Black women in higher education between 1986 - 2016. The primary research question was, “How is intersectionality situated in the findings of studies focused on Black women in higher education?” Findings suggest (a) scholars seldom describe their research as intersectional, despite addressing interlocking systems of oppression, and (b) scholars’ collective analyses situate intersectionality as methodology (I AM), using five main features. Each feature is discussed.

Authors

• Chayla Haynes Davison, Texas A&M University - College Station

• Nicole Michelle Joseph, Vanderbilt University - Peabody College

• Evette L. Allen, University of Denver

• Lori D. Patton, Indiana University

• Saran Stewart, The University of the West Indies - Mona Campus

• Samantha Marshall, Vanderbilt University - Peabody College

• Grace A. Chen, Vanderbilt University