Navigating Intersecting Identities: An Autobiographical Counterstory of an Asian-American Woman Confronting Race, Gender, and Disability

• In Event: Quest for Access to Education: Experiences of In/Exclusion at the Intersection of Migration and Disability

Abstract

The present study explores the intersectional identities of an Asian-American female immigrant and sibling of an individual with disabilities through a lens incorporating tenets from AsianCrit and Intersectionality (Ancheta, 2006; Chang, 1993; Crenshaw, 1991; Wu, 2002). The purpose is to illuminate the complex interplay of race, gender, and disability in shaping educational and social experiences (Blanchet et al., 2009; Garcia & Ortiz, 2013), challenging the “Endemic Racism and Discrimination” in U.S. society. By employing counterstorytelling, a methodology rooted in Critical Race Theory, this study provides a counter-narrative that liberates against dominant oppressive narratives, foregrounding the resilience and agency of marginalized communities (Delgado, 1989; Solorzano & Yosso, 2002).
Using a counterstorytelling autobiography, the author systematically reflects on her lived experiences, revealing how these intersecting identities impact her life trajectory (Crenshaw, 1991; Richardson, 2003). Through thematic analysis of personal narratives, the study focuses on experiences of racism, cultural marginalization, and the dynamics as an individual and as an advocate for a sibling with disabilities within the educational and social systems. This approach underscores the multifaceted nature of identity and emphasizes the complexities individuals face while navigating multiple marginalized spaces.
The findings highlight pervasive intersectional instances of racial microaggressions (Sue et al., 2007a, Sue et al., 2007b), gender-based discrimination, and systemic challenges associated with advocating for disability rights within educational and social contexts. The narrative details her experiences of resisting perpetuated White supremacy (Artiles, 1998; Patton, 1998) in various settings, including her roles as a teacher and a family member of an individual with disabilities. The account reveals how racial, gender, and ableist biases intersect to create further marginalization. Through these experiences, the study illustrates the complex identity crisis and resistance while navigating intersecting forms of oppression (Annamma et al., 2013; Crenshaw, 1991; Gillborn, 2005).
These counterstories provide critical insights into the unique barriers faced by Asian-American immigrants, particularly women advocating for family members with disabilities in the context of systemic racism and ableism. By foregrounding these lived experiences, the study underscores the multifaceted nature of oppression and the resilience of those navigating these intersecting identities. It calls attention to the systemic inequities that persist in the U.S. educational system and highlights the need for educational remedial measures to create a socially just education system and policies that address the diverse realities of marginalized communities.
This study contributes to the discourse on educational justice by presenting a nuanced perspective on the lived experiences of individuals at the intersection of race, gender, and disability (Annamma et al., 2013; Crenshaw, 1991; Garcia & Ortiz, 2013; Hernández-Saca et al., 2018). It underscores the importance of intersectionality in understanding the multidimensional nature of oppression and the need for educational practices that recognize and address these complexities (Annamma et al., 2013; Crenshaw, 1991; Gillborn, 2005; Hernández-Saca et al., 2018). The present study serves as a call to action for educators, policymakers, and researchers to engage in critical reflection and implement transformative practices that promote just and equitable education remedial and renewal.

Author

• Jane Y. Jeong, University of Texas at Austin