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This paper intervenes in existing literature on entrepreneurship and inequalities by proposing a novel reframing of intersectionality as a threshold concept, an important idea that enables us to deepen and progress the understanding of complex subjectivities.

Drawing from education studies, intersectionality is explored through the five key features of threshold concepts: (1) transformative, (2) irreversible, (3) integrative, (4) bounded and (5) troublesome. We offer a set of reflection questions for what we call “doing intersectionality.”

We develop a metacritique of the way in which the concept of intersectionality has thus far been treated in feminist theory and applied in entrepreneurship studies – namely, as the culmination of thinking about difference and inequality, decoupled from its roots in collectivist analysis and Black and anti-racist feminism. The paper invites scholars of entrepreneurial inequalities to both engage and look beyond an intersectional lens to better elucidate the range of historically emergent social hierarchies and systems of power that shape their phenomena of interest.

Through reframing intersectionality as a threshold concept, this paper challenges entrepreneurship researchers to view intersectionality as a foundational starting point for the conceptualisation of complex interactions of social structures, and the structural inequality and power relationships present within their research, rather than a destination.

The purpose of this paper is to introduce the Special Issue developed from a joint research seminar of the Gender in Management and Identity Special Interest Groups of the British Academy of Management, entitled “Exploring the Intersectionality of Gender and Identity”. It also presents an introductory literature review of intersectionality for gender in management and identity/identity work researchers. The authors highlight the similarities and differences of intersectionality and identity approaches and introduce critiques of intersectional research. They then introduce the three papers in this Special Issue.

The authors review the intersectionality literature within and outside management and organisation studies and focus their attention on three intersectionality Special Issues (Sex Roles, 2008, 2013 and the European Journal of Women’s Studies, 2006).

The authors outline the ongoing debates relating to intersectionality research, including a framework and/or theory for identity/identity work, and explore the shared tenets of theories of intersectionality and identity. They highlight critiques of intersectionality research in practice and consider areas for future research for gender in management and identity researchers.

The authors provide an architecture for researchers to explore intersectionality and to consider issues before embarking on intersectional research. They also highlight areas for future research, including social-identities of disability, class and religion.

Gender in Management: An International Journal invited this Special Issue to make a significant contribution to an under-researched area by reviewing the shared and different languages and importantly the shared key tenets, of intersectionality, gender, identity and identity work from a multidisciplinary perspective.

The purpose of this paper is to review the literature on intersectionality and ascertain its potential for application to human resources (HR) research and practice. Particular attention is paid to its methodological issues involving how best to incorporate intersectionality into research designs, and its data issues involving the “curse of dimensionality” where there are too few observations in most datasets to deal with multiple intersecting categories.

The methodology involves reviewing the literature on intersectionality in its various dimensions: its conceptual underpinnings and meanings; its evolution as a concept; its application in various areas; its relationship to gender-based analysis plus (GBA+); its methodological issues and data requirements; its relationship to theory and qualitative as well as quantitative lines of research; and its potential applicability to research and practice in HR.

Intersectionality deals with how interdependent categories such as race, gender and disability intersect to affect outcomes. It is not how each of these factors has an independent or additive effect; rather, it is how they combine together in an interlocking fashion to have an interactive effect that is different from the sum of their individual effects. This gives rise to methodological and data complications that are outlined. Ways in which these complications have been dealt with in the literature are outlined, including interaction effects, separate equations for key groups, reducing data requirements, qualitative analysis and machine learning with Big Data.

Intersectionality has not been dealt with in HR research or practice. In other fields, it tends to be dealt with only in a conceptual/theoretical fashion or qualitatively, likely reflecting the difficulties of applying it to quantitative research.

The wide gap between the theoretical concept of intersectionality and its practical application for purposes of prediction as well as causal analysis is outlined. Trade-offs are invariably involved in applying intersectionality to HR issues. Practical steps for dealing with those trade-offs in the quantitative analyses of HR issues are outlined.

Intersectionality draws attention to the intersecting nature of multiple disadvantages or vulnerability. It highlights how they interact in a multiplicative and not simply additive fashion to affect various outcomes of individual and social importance.

To the best of the author’s knowledge, this is the first analysis of the potential applicability of the concept of intersectionality to research and practice in HR. It has obvious relevance for ascertaining intersectional categories as predictors and causal determinants of important outcomes in HR, especially given the growing availability of large personnel and digital datasets.

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.

Examining paths into and out of sex work followed by three women in Bangalore, India, this essay argues that the struggles of sex workers to secure a livelihood highlight the interlocking relationships of caste, class, and gender, as well as forms of autonomy and agency within these systems. Interview narratives reveal how gendered marginalization leads to precarious work; and precarious work leads to sexual stigma. They show how intersectionality theory can be placed in conversation with Marxist feminisms and Indian feminist scholarship on caste, class, and gender to illuminate patterns of gendered economic marginalization in urban India. Such an analysis offers a way to articulate the relationships of caste, class, and gender in the lives of sex workers and to illustrate how intersectionality theory can be extended when engaged transnationally.

The goal of this chapter is to address the importance of helping teachers develop an understanding of LGBTQ+ issues and ways to create inclusive classrooms for LGBTQ+ students with particular attention to how LGBTQ+ identities/experiences can be valued and visible through literary and literacy practices. The issues addressed in this chapter are grounded in queer theory and intersectionality, which provide a space for challenging heteronormative environments in many schools as well as acknowledging the complex intersectionality of diverse identities. This framework is unpacked so readers can see how it supports instructional practices. Theory and literature inform discussion of the move in the literacy profession toward LGBTQ+ -inclusive mindsets and pedagogies. They further inform practical implications and examples provided by the author. A major issue of our time is LGBTQ+ inclusion in schools and the role of teachers in implementing literacy practices that address the needs of LGBTQ+ students and making visible their diverse identities. For the field of literacy, this is evidenced in the revision of Standard 4 Diversity and Equity in the International Literacy Association’s (ILA) Standards for the Preparation of Literacy Professionals 2017 (Standards 2017). ILA Standards 2017, which will be released in 2018, require programs preparing literacy professionals to develop candidates’ knowledge of queer theory and literacy practices inclusive of diverse students, with diversity including sexual orientation, gender identity, and gender expression. Further, ILA Standards 2017 acknowledge intersectionality across forms of diversity and that a rich understanding of diversity improves the quality of teaching and learning within and across classrooms, schools, and communities. This chapter expands on these topics and offers foundational content and resources to help literacy teacher educators, candidates in literacy programs, and other stakeholders to answer this call for building a literacy field that is welcoming, inclusive, and equity-oriented. Developing the knowledge base about LGBTQ+ issues, including theoretical foundations, social justice teaching mindsets, and concrete pedagogical literacy practices that build inclusive classrooms, can be an accessible, meaningful, and fruitful endeavor that will enrich literacy education programs and the learning communities in which literacy professionals work. Teacher educators and teachers can utilize book choices, approaches to classroom discussion and assignments, and school initiatives to build a learning environment that values LGBTQ+ students’ identities and experiences and disrupts heteronormativity in the curriculum. Multiple examples of how this can be done are offered. Understanding intersectionality also helps teacher educators and teachers see how forms of diversity are not silos. Individuals’ identities are comprised of various aspects. The topics discussed in this chapter center on LGBTQ+ issues but are applicable beyond just this scope.

This article develops an innovative multidisciplinary conceptual framework in the field of refugee entrepreneurship by combining the theory of mixed embeddedness with the concepts of intersectionality and agency. Focusing on the phenomenon of refugee entrepreneurship, this conceptual framework addresses the following questions: how is entrepreneurship informed by the various intersectional positions of refugees? And how do refugees exert their agency based on these intersecting identities?

By revising the mixed embeddedness approach and combining it with an intersectional approach, this study aims to develop a multidimensional conceptual framework.

This research illustrates how the intersectional positions of refugees impact their entrepreneurial motivations, resources and strategies. The authors' findings show that refugee entrepreneurship not only contributes to the economic independence of refugees in new societies but also creates opportunities for refugees to exert their agency.

This conceptual framework can be applied in empirical research and accordingly contributes to refugee entrepreneurship studies and intersectionality theory.

This chapter analyzes the intersectionality of inequalities based on class, gender, sexual orientation, and gender identity within the Indignados (indignant or outraged people) movement of Spain. By analyzing the interpretative frames and organizational practices of the movement, we looked for influencing factors and the degree to which the movement has incorporated an intersectional perspective into its interpretative frames. Some of the frames did attend to the various inter-related forms of inequality. The factors influencing an intersectional perspective included: the presence of coexisting or inclusive forms of expressing the collective identity of the movement, mechanisms implemented to balance asymmetries among actors, and the confluence of three of the four dominant frames within the movement.

In this chapter, the author critically examines the deeply entrenched practices and theories within counselor education, revealing their roots in historically dominant, Eurocentric, and often racially oppressive assumptions. This study brings to light the pervasive impact of these traditional approaches, illuminating their role in perpetuating racial oppression and disparities in mental health care. The author presents a compelling argument for adopting Critical Race Theory (CRT) as an effective pedagogical and clinical practice framework in the counseling profession, a step toward its much-needed liberation. CRT's tenets are examined as a robust alternative, promoting socially just outcomes in counseling and psychotherapy. The article highlights CRT's capacity to address the well-established relationship between racism, white supremacy, and minority mental health. It proposes a groundbreaking model for praxis, predicated on CRT, which holds potential not only to challenge and disrupt oppressive structures but also to pave the way for the liberation of both the oppressed and the oppressor. This seminal work prompts a re-envisioning of counselor education, asserting a call for a transformative shift toward a liberation-based, social justice pedagogy.

The purpose of this paper is to propose a theoretical framework for democratize inclusively through participatory and deliberative apparatus.

The paper draws on literature from inclusion in deliberation, gender in participation and intersectionality to critically analyze the democratic deepening. By bringing into dialogue with one another “the norm of parity of participation” (Fraser, 2006), “communicative democracy” (Young, 1993) and the “matrix of domination” (Collins, 1990) a response to one of the questions that has been put to European and North American thought in democracy since the 1960s is proposed: how is it possible to democratize inclusively?

The reproduction of domination through apparatuses for the extension of democracy is both possible and probable. So, to democratize inclusively, it is necessary to bring the theories on vertical and horizontal inclusion into dialogue with each other. With the aim of establishing a dialogue between the two, it is necessary to export complex thought regarding oppression and inequality into the design of deliberative and participatory apparatuses. For that, consider that designing democratization processes based on the fact that the intersectional experience of oppression is not an exception but rather an everyday occurrence allows participatory procedures to be made more inclusive.

This paper proposes a tool designed with a focus on dialogue among the norm of parity of participation, communicative democracy and the matrix of oppression, based on 11 direct questions for the inclusive design of deliberative or participatory procedures. Facilitators, experts and social agents involved in deliberative or participatory processes will be able to use this question-based instrument in their work.

This paper has applied value because it offers a conceptual key to the design of and thought about participatory inclusive processes. The originality of this approach lies in its shift away from partial analyses of horizontal and vertical inclusion. It is of use both to facilitators of participatory processes and educators and researchers concerned with democratization. It offers an instrument for working on reflexivity with regard to inclusion in democratic extension, based on a series of key questions that can be used as a checklist. In comparison with other forms of considering inclusion in democracy, the proposal considered includes complex thought on oppression based on the critique of simple identity, as well as on an intersectional perspective.