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The purpose of this paper is to build on contemporary intersectional literature to develop a grounded methodological framework for the study of social differences.

A systematic literature review serves as the foundation for a discussion of the challenges associated with intersectional research. The findings assist in positioning the proposed methodological framework within recent intersectional debates.

The review shows a rise in intersectional publications since the birth of the “intersectionality” term in 1989. Moreover, the paper points to four tensions within the field: a tension between looking at or beyond oppression; a tension between structural-oriented and process-oriented perspectives; an apparent incommensurability among the macro, meso, and micro levels of analysis; and a lack of coherent methodology.

On the basis of the highlighted tensions in contemporary research as well as the limitations of that research, the present presents a methodological framework and a discussion of the implications of that framework for the wider diversity literature.

The paper suggests an empirically grounded approach to studying differences. This provides an opportunity, for scholars and practitioners, to reassess possible a priori given assumptions, and open up to new explorations beyond conventional identity theorization.

The paper suggests a need for an empirically grounded approach to studying social differences, which would not only create an opportunity to reassess common assumptions but also open up for explorations beyond conventional identity theorizations.

The framework departs from traditional (critical) diversity scholarship, as it is process oriented but still emphasizes stable concepts. Moreover, it does not give primacy to oppression. Finally, it adopts a critical stance on the nature of the macro, meso, and micro levels as dominant analytical perspectives. As a result, this paper focusses on the importance of intersectionality as a conceptual tool for exploring social differences.

This chapter explores how the intersections of race, gender, and class combine to affect Black undergraduate women and their engagement with high impact practices (HIPs). Specifically, this chapter describes the extent to which Black undergraduate women engaged in HIPs of service-learning, research with faculty, and internships; describes factors that contributed to their engagement (or non-engagement) in the HIPs, while attending a PWI; and explores the role race, gender, and class had on engagement (or non-engagement) with these HIPs. This study used a two-phase sequential explanatory mixed methods approach, which consisted of an electronic survey (n = 190) and semi-structured interviews (n = 10). Survey items were taken from the National Survey of Student Engagement, The College Student Report. The study was conceptually grounded by intersectionality, which allowed an exploration of how social inequalities and power relations intersect to potentially influence the college experience of Black women. Findings indicate that Black women are engaging with HIPs. Factors contributing to engagement included positive faculty interactions, desire to make connections on campus and the need to acquire real world work experience. Factors contributing to non-engagement included lack of knowledge regarding HIPs and the impact of the campus climate on students' sense of belonging and occurrences of stereotype threat.

This chapter brings the educational needs of students with disability from the margins to the mainstream by arguing that teacher education programs have a role to play in dismantling rigid and often unquestioned practices that segregate learners with disabilities from mainstream learning environments. This position is predicated upon a case study analysis of co-teaching strategies that emerged within the context of developing and teaching two new courses in an integrated dual credential program (general and special education) in our department. Construction and analysis of these cases reveal eight cross-cutting principles that serve as a framework for a praxis of desegregation in teacher education programs and K-12 settings and as a set of constructs for evaluating teacher training impact.

Racial stigma and racial criminalization have been centralizing pillars of the construction of Blackness in the United States. Taking such systemic injustice and racism as a given, then question then becomes how these macro-level arrangements are reflected in micro-level processes. This work uses radical interactionism and stigma theory to explore the potential implications for racialized identity construction and the development of “criminalized subjectivity” among Black undergraduate students at a predominately white university in the Midwest. I use semistructured interviews to explore the implications of racial stigma and criminalization on micro-level identity construction and how understandings of these issues can change across space and over the course of one's life. Findings demonstrate that Black university students are keenly aware of this particular stigma and its consequences in increasingly complex ways from the time they are school-aged children. They were aware of this stigma as a social fact but did not internalize it as a true reflection of themselves; said internalization was thwarted through strong self-concept and racial socialization. This increasingly complex awareness is also informed by an intersectional lens for some interviewees. I argue not only that the concept of stigma must be explicitly placed within these larger systems but also that understanding and identity-building are both rooted in ever-evolving processes of interaction and meaning-making. This research contributes to scholarship that applies a critical lens to Goffmanian stigma rooted in Black sociology and criminology and from the perspectives of the stigmatized themselves.

This paper explores the National Study on Women in Higher Education and Student Affairs.

It includes a collectively written diary, archives, focus groups, and interviews with a diverse group of women leaders from across the country. The women are diverse in terms of their self-identified race, class, age, sexual orientation, position on college campuses, and additional identities.

The author’s feminist approach to the review of these materials highlights notions of pay inequity, intersectionality of identities, and the power of women’s groups in educational settings.

The author’s research identifies areas critical to intentional change in educational policy and programs that have the potential to increase access and equity for women in higher education.

This contribution argues that Kathy Charmaz's career did not burst into full intellectual bloom until the last 25 years of her life – from 55 to her death at 80. I examine why and how this scholarly blossoming happened so late in her life and the nature of its many manifestations, especially research on a wide variety of social justice issues. After her initial focus on medical sociology, specializing in chronic illness, Kathy became an innovative and renowned qualitative methodologist, developing constructivist grounded theory (CGT) method taken up in many amazingly heterogeneous scholarly fields transnationally.

Purpose – This chapter reflects on the interpretation and effects of the term intersectionality within the academy and across a broad spectrum of institutional and grassroots environments in which it is operationalized and deployed.

Design/methodology/approach – Based on the authors’ experiences within the academy and their respective participation as researchers and organizers within feminist, queer, and racial and economic justice movements, the chapter surveys the rhetorical, political, and organizational uses of intersectionality across these realms.

Findings – Five general challenges to intersectional practice are identified and described: misidentification, appropriation, institutionalization, reification, and operationalization. The authors trace these challenges across the academy, grassroots movements, and nonprofit organizations.

Originality/value – Offers a new articulation of intersectional practice as the application of scholarly or social movement methodologies aimed at intersectional and sustainable social justice outcomes.

This study aims to explore inefficiencies that arise from public and private policy initiatives undertaken in suburbs and outlying localities, where various intersecting economic, educational, ethnic and geographical disadvantages mutually reinforce each other. The authors propose to transpose the cross-disciplinary concept of intersectionality from an individual and community-based level (i.e. encompassing a variety of racial, ethnic and socio-economic minority communities) to a locality-based context.

The empirical data underlying this study were based on a long-term field study drawing on both interviews and observations. A self-administered ethnographic research approach was combined with classic analyses of conversations transcribed verbatim, using qualitative coding.

The main actors’ inability to understand the concrete situations experienced by subjects residing in outlying localities, as well as the managers’ failure to cooperate and engage collectively to promote employment among these populations, can be explained by the ineffectiveness of the categories that were designed and used in carrying out managerial action, as part of corporate policy, and then implemented within factories. These findings are particularly well-illustrated by the relatively lower inefficiency of SMEs, which had more limited resources, as compared with the actions undertaken at production facilities run by large companies, even though the latter devoted considerable resources to vocational inclusion (recruitment, integration and job preservation) and efforts to combat discrimination.

In identifying a new way to categorize a certain type of social dynamic driven by businesses and various social actors, the authors sought to overcome the epistemological obstacles that arise from relying on neo-institutional theory, which, when applied to the case at hand, would have merely resulted in mimetic similarities, without offering any means for unblocking the socio-economic factors that come into play. The limitations of the study are related to its strict temporal and geographic isolation (i.e. a two-year study examining three production facilities located within the same suburb north of Paris).

The authors hope the study will urge actors operating in the same disadvantaged locality to collectively address the multiple intersectional challenges that tend to render policies for social inclusion and economic development so difficult to implement within areas suffering from a myriad of socio-economic ills. The first step in that direction, the authors feel, consists in naming these intersectionalities adequately.

Using a rich empirical database, this paper aims to show the relevance of the concept of intersectionality beyond its traditional scope of application (disadvantaged minority communities and individuals) while directing interest toward a less anthropocentric level of analysis: the locality.

Discourses on ageing and childlessness coalesce around the notion that childless women will experience regret and loneliness in old age. In the United Kingdom, the idea that children (mostly women) will provide care in old age tends to be normalised and underpins social care provision. In recent times, media coverage of childless women has also tended to sustain and promote this. This discourse occurs within a context where childlessness is on the rise and where there is little academic interest in the topic.

Our chapter will report on a constructivist grounded theory study with women who choose not to have children. A key aim of the study was to explore the consequences of participants’ choices on their lives. Twenty-one women aged between 45 and 75, from across England, Scotland and Wales participated. The age criteria were chosen to reflect the category that is used by the Office of National Statistics to denote that women’s reproduction ends at 45. This also helps to construct a social norm that women aged 45 and over are seen as older women. Findings reveal that most participants experience no regrets following their choice not to have children. Some express ‘half regrets’ while all challenge the societal expectation that without children there will be no one to care for them when they are older.

This supports the limited, mainly autobiographical literature, on loss and regret. It also refutes the unquestioned and widely believed assumption that women who choose not have children will live to regret it. For participants, the choice for motherhood was but one choice from a menu of many others. Their choice was for something more meaningful for them rather than a choice against motherhood. Consequently, participants had no reason to experience loss or regret. These findings also question the discourse, which implies that children will ensure care in older age. It presents a challenge to the myth that the family is a haven of happiness and support in an ever-changing world. Crucially, it supports calls for more inclusive policy making to address the care needs of all older people.

Progressing gender equality objectives in development and research for development activities can be an uneven process, and this is certainly the case in the South Pacific. In this chapter, we deconstruct the six case studies featured in this book to discuss the common stumbling points, obstructions and pathways to gender equality and equity observed across the case study projects, but additionally through our collective experiences of living and/or working extensively in the South Pacific. This chapter serves to synthesise these findings. The authors propose that situating gender equality into a broader framing of social equality, by drawing on the concept of intersectionality, provides a necessary context for the design and implementation of development projects – particularly where project participants are from communities with strong customary orientation. We additionally outline the fluid nature of changing gender roles and stereotypes as project teams and project participants simultaneously negotiate the tension created by modernity and tradition.