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Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color
Abstract
Over the last two decades, women have organized against the almost routine violence that shapes their lives. Drawing from the strength of shared experience, women have recognized that the political demands of millions speak more powerfully than the pleas of a few isolated voices. This politicization in turn has transformed the way we understand violence against women. For example, battering and rape, once seen as private (family matters) and aberrational (errant sexual aggression), are now largely recognized as part of a broad-scale system of domination that affects women as a class. This process of recognizing as social and systemic what was formerly perceived as isolated and individual has also characterized the identity politics of people of color and gays and lesbians, among others. For all these groups, identity-based politics has been a source of strength, community, and intellectual development. The embrace of identity politics, however, has been in tension with dominant conceptions of social justice. Race, gender, and other identity categories are most often treated in mainstream liberal discourse as vestiges of bias or domination-that is, as intrinsically negative frameworks in which social power works to exclude or marginalize those who are different. According to this understanding, our liberatory objective should be to empty such categories of any social significance. Yet implicit in certain strands of feminist and racial liberation movements, for example, is the view that the social power in delineating difference need not be the power of domination; it can instead be the source of political empowerment and social reconstruction. The problem with identity politics is not that it fails to transcend difference, as some critics charge, but rather the opposite- that it frequently conflates or ignores intra group differences. In the context of violence against women, this elision of difference is problematic, fundamentally because the violence that many women experience is often shaped by other dimensions of their identities, such as race and class. Moreover, ignoring differences within groups frequently contributes to tension among groups, another problem of identity politics that frustrates efforts to politicize violence against women. Feminist efforts to politicize experiences of women and antiracist efforts to politicize experiences of people of color' have frequently proceeded as though the issues and experiences they each detail occur on mutually exclusive terrains. Al-though racism and sexism readily intersect in the lives of real people, they seldom do in feminist and antiracist practices. And so, when the practices expound identity as "woman" or "person of color" as an either/or proposition, they relegate the identity of women of color to a location that resists telling. My objective here is to advance the telling of that location by exploring the race and gender dimensions of violence against women of color. Contemporary feminist and antiracist discourses have failed to consider the intersections of racism and patriarchy. Focusing on two dimensions of male violence against women-battering and rape-I consider how the experiences of women of color are frequently the product of intersecting patterns of racism and sexism, and how these experiences tend not to be represented within the discourse of either feminism or antiracism... Language: en
... "Safety For All" suggests that all stakeholdersincluding researchers, researched communities and participants, as well as involved community stakeholdersshould have their holistic safety accounted for when engaging in intersectional research. In the face of stigma and minority stress, multiplymarginalised community members may already face safety compromises in multiple spheres; safety measures are hence especially necessary in such contexts (Crenshaw, 1991;Pelcher et al., 2021). Ethics review guidelines place an important emphasis on the notion of ensuring safety for participants (e.g., Panel on Research Ethics, 2022) and accounting for risks inflicted on the broad community (e.g., Resnik & Shamoo, 2011), but less is accounted for regarding the safety of researchers, community members and stakeholders who may be indirectly involved in the research. ...
... The principle of "Interlocking Systems of Oppression" directly adopts the Combahee River Collective's language, further guiding the understanding that systems of oppression are interdependent and intersecting, influencing experiences of power and social inequality in a complex social context for marginalised communities (Collins, 2019). Adopting interlocking systems of oppression as a lens helps to further emphasise moving away from singular approaches that neglect the other areas of oppression taking place concurrently, instead encouraging the holistic recognition of the unique convergence of identities shaping one's experience across their ecology (Bowleg, 2008(Bowleg, , 2012Crenshaw, 1991;Evans-Winters & Esposito, 2019;Shields, 2008;Thacker & Duran, 2020). ...
... On "safety for all," aligning with past literature speaking to the need for focus on safety (e.g., Crenshaw, 1991;Cullen et al., 2021;Pelcher et al., 2021), our research findings similarly highlight the need for safety measures to be built in as some participants, given their identities (age, religion), may still face compromised psychological and even physical safety should they be found to have participated in our study. However, our findings also highlight the need to take a broader view of safetyto break conventions of only thinking about participants' safety and to begin deliberating about researchers' safety as well. ...
Intersectional theory effectively highlights the need to address the most marginalised communities through research, identifying key areas of privilege and oppression, and confronting it through praxis to advance social justice. Attempts at operationalising the theory for implementation have been diverse, but systematic frameworks to operationalise intersectionality remain sparse. This study seeks to provide a framework to operationalise the implementation of intersectionality in health equity research. Embedded within a citizen science approach, this paper suggests the use of the Socio-Scientific Progression by Leveraging on Intersectionality and Citizen-led Equity-driven (SPLICE) Research Framework, which aims to operationalise values of intersectionality into seven key principles for implementation throughout the research process: “Research Co-Creation,” “Safety For All,” “Reflexivity,” “Growth for All,” “Dynamic Ecological Context,” “Interlocking Systems of Oppression,” and a “Community-First Approach”. This paper takes reference to a collaboration research case study example investigating the use of Theatre of the Oppressed for Gay, Bisexual and Queer (GBQ) Singaporean men in 2023, to consider how this framework was developed and can be implemented in research studies. An accompanying checklist is developed to guide researchers in their implementation of the SPLICE framework.
... Identity is a dynamic and fluid facet of an individual's self-concept, intricately shaped by social group memberships and the emotional significance attached to them (Tajfel, 1981). It is not a monolithic construct but an evolving process influenced by the intersectionality of multiple social categories such as race, gender, and class, and is continually molded through social interactions, cultural norms, and language (Butler, 1990;Crenshaw, 1991;Vygotsky, 1978). Thus, identity is not a fixed entity but a product of ongoing experiences, societal expectations, and the expression of one's self. ...
... Grounded in Social Justice, Critical Theory, and Intersectionality, inclusivity necessitates dismantling systemic hierarchies (Fraser, 1997) and avoiding tokenistic integration that reinforces power imbalances (Crenshaw, 1991;Horkheimer, 1982;Young, 1990). Genuine inclusivity embraces diverse identities without coercion into dominant norms, fostering environments where authenticity is celebrated. ...
... Societally, inclusive practices strengthen harmony, mitigate intergroup tensions, and promote resilience (Nussbaum, 2002 (Crenshaw, 1991). ...
Despite increasing global recognition of gender and sexual diversity, higher education institutions in India remain largely unexamined as sites of identity negotiation and inclusivity. The study addresses this gap by investigating the inclusivity of Dayalbagh Educational Institute’s socio cultural climate and its impact on students and faculty.
The imperative for inclusive higher education extends beyond policy discourse to its lived enactment within academic spaces. This study critically examines the socio-cultural climate of Dayalbagh Educational Institute (DEI), Agra, through institutional policies and norms and individual perspectives of sexual identity and gender expression to assess the level of inclusivity.
Employing a mixed-methods case study approach, the research integrates quantitative survey data (using the Gender Expression and Sexual Identity Perception Scale (GESIPS) and Gender Expression and Sexual Identity Inclusion Index (GESIII)) with qualitative semi-structured interviews and institutional policy analysis. Statistical methods will assess inclusivity trends across demographic groups, while thematic analysis will contextualize individual experiences.
The study is expected to reveal disparities in inclusivity perceptions across age, gender, and academic streams, as well as institutional barriers that constrain authentic identity expression. Findings will highlight systemic biases and areas where higher education policies fail to translate into inclusive practice.
This research contributes to higher education policy reform by identifying actionable
strategies for fostering inclusivity in Indian universities. Recommendations will address curriculum integration, faculty sensitization, mental health support, and gender-affirmative institutional policies. Aligning with NEP 2020 and UNESCO’s Sustainable Development Goals, the study advocates for a shift from passive tolerance to active affirmation, reinforcing education’s role in social transformation.
Keywords: Higher education, inclusivity, gender expression, sexual identity, institutional climate, Indian education.
... This study was a joint effort of four different universities' teacher education programs in Finland. Drawing on intersectionality (Crenshaw, 1991) and Whiteness studies (Tate & Page, 2018), we aim to unpack the underlying structures and ideologies within Finnish teacher education. Understanding Whiteness as a structural issue in a society like Finland is paramount (Keskinen et al., 2021;Kurki, 2019), as is acknowledging that in Finland, students in higher education, mostly represent White ethnicities and middleclass backgrounds speaking the national languages as their mother tongues (Nori et al., 2020). ...
... These biases can be a way to understand discrimination, including universities, in the face of the continued occurrence of racism (see also Equality Challenge Unit, 2013). In addition, intersectionality can serve as a critical tool for understanding racism and antiracism and in analysing intersections of justices and injustices in education (Crenshaw, 1991). Antiracism education research can be beneficial in understanding how multiple marks of identification are mutually and socially constructed and reconstructed in different times and places. ...
... Thus, intersectionality in education can contribute to the debate on theorising the (sometimes) disturbing discourses of differences (Lykke, 2010). In the context of teacher education, the intersectional approach can also support acknowledging the hegemonic discourses and enable the questioning of a homogenised 'right way' of being a member of a certain social category (e.g., Crenshaw, 1991). It is important to take into consideration multiple categories because members within one category are diverse, and because differentiation functions in multiple axes: economic, political, cultural, psychic, subjective and experiential. ...
In recent years, the rise of antiracist movements globally has prompted deep reflection on the dynamics of race, power, and social justice in diverse contexts. Finland, with its unique historical and social backdrop, presents an interesting case study. Based on recent studies, racism in Finland is a serious issue. Racism is often recognised and discussed on an individual level as a part of a personal belief system or attitudes but not recognised as systemic processes where racialisation and Whiteness are embedded in the system. This article presents preliminary results from a research project on antiracism pedagogy in teacher education taking place in four Finnish universities. The data was collected from student teachers who were studying in teacher education programs at these universities. The results indicate that student teachers recognise the existence of racism but can only largely observe it as outsiders who may not recognise the majority (White) privilege and the structural racism that exists in education. This raises a concern over the gap between teacher education and the reality in schools. Moreover, the results suggest some preventative means to tackle racism, as well as the importance of being proactive.
... We also identify a potential source of these disagreements: people have varying attitudes towards affirmative algorithms because they differ in who-if anyone-they consider historically marginalized. We also discuss how our contrasting results between decision-making domains may emerge due to the identity axes most salient in each context: debates concerning injustice in criminal justice often focus on race [44,74], whereas hiring discrimination largely considers multiple identity axes [18,76,89,93]. ...
... This is particularly relevant in the United States (US)-where the study was conducted. Debates concerning injustice in the US criminal justice often relate to race [44,74], whereas debates on hiring discrimination also focus on other identity axes, such as gender and sexual orientation [18,76,89,93]. As explored below, the centrality of race in criminal justice is also exemplified by the relative focus on racial groups as marginalized in the case of bail decision-making. ...
Affirmative algorithms have emerged as a potential answer to algorithmic discrimination, seeking to redress past harms and rectify the source of historical injustices. We present the results of two experiments (N=1193) capturing laypeople's perceptions of affirmative algorithms -- those which explicitly prioritize the historically marginalized -- in hiring and criminal justice. We contrast these opinions about affirmative algorithms with folk attitudes towards algorithms that prioritize the privileged (i.e., discriminatory) and systems that make decisions independently of demographic groups (i.e., fair). We find that people -- regardless of their political leaning and identity -- view fair algorithms favorably and denounce discriminatory systems. In contrast, we identify disagreements concerning affirmative algorithms: liberals and racial minorities rate affirmative systems as positively as their fair counterparts, whereas conservatives and those from the dominant racial group evaluate affirmative algorithms as negatively as discriminatory systems. We identify a source of these divisions: people have varying beliefs about who (if anyone) is marginalized, shaping their views of affirmative algorithms. We discuss the possibility of bridging these disagreements to bring people together towards affirmative algorithms.
... And so it may seem that axis indifference can help us address the overlooked need for more analyses of intersectionality -after all, we can use the methods we already have and simply swap in intersectionality. However, just as racism and sexism have distinct harms, so does intersectionality [31,32,35,36]. ...
... The prior arguments which engage with the relationship between different forms of oppression often reach the conclusion that a lens of intersectionality is the way to make sense of the landscape [31,32,35,36]. Not only are racism and sexism different, but even racism is different from racism. ...
A key value proposition of machine learning is generalizability: the same methods and model architecture should be able to work across different domains and different contexts. While powerful, this generalization can sometimes go too far, and miss the importance of the specifics. In this work, we look at how fair machine learning has often treated as interchangeable the identity axis along which discrimination occurs. In other words, racism is measured and mitigated the same way as sexism, as ableism, as ageism. Disciplines outside of computer science have pointed out both the similarities and differences between these different forms of oppression, and in this work we draw out the implications for fair machine learning. While certainly not all aspects of fair machine learning need to be tailored to the specific form of oppression, there is a pressing need for greater attention to such specificity than is currently evident. Ultimately, context specificity can deepen our understanding of how to build more fair systems, widen our scope to include currently overlooked harms, and, almost paradoxically, also help to narrow our scope and counter the fear of an infinite number of group-specific methods of analysis.
... Intersectionality, as conceptualised by Kimberlé Crenshaw, serves as a critical tool for analysing the complex and interconnected forms of inequality that individuals face due to their diverse social identities. This approach highlights the flaw in viewing inequalities such as race, gender, and class as separate entities, instead revealing the real-life complexities of people who experience these overlapping forms of discrimination (Crenshaw, 1991). Intersectionality is employed to address this analytical challenge by recognising the simultaneous occurrence of marginalisation. ...
Engaging with the complex dynamics of positionality, racialisation, and social demarcation, this study situates itself at the intersection of critical race theory (CRT) and understandings of reflexivity and positionality. It aims specifically to challenge and expand traditional understandings of 'positionality', which have largely centred on introspective concerns, such as how researchers' individual experiences influence their methodological choices. As such, the paper argues for a more nuanced application of positionality, beginning from the Nordic exceptionalist post-colonial context where the societal self-perception is that Nordic countries are free of colonial legacies and uniquely progressive and egalitarian. To this end, the study employs a reflexive methodology deeply rooted in the authors' own intersectional lived experiences. The paper critically engages with the potent, yet often unspoken question, frequently posed to people of colour in Nordic countries: 'Where do you really come from?' This intrusive curiosity is not just one of geographic origin but is intricately tied to perceived racialised positionality (PRP), highlighting a clear connection between the question and assumptions about identity and belonging. Furthermore, the query serves as a mechanism of social demarcation that separates 'us,' the presumed native Nordics, from 'them,' the racialised 'Other.' By focusing on this divisive question, the paper aims to dissect the social, ethical, and methodological implications of 'perceived racialised positionality' (PRP)-a term which captures the essence of how others' perceptions of our racial identity can influence teaching and research specifically, and more generally processes and outcomes of scholarly enrichment of the ethical and intellectual landscape in Nordic settings and beyond.
... In their introduction to the edited volume Race, Racism, and Antiracism in Language Education, Kubota and Motha (2025) delineate their focus on how English language education is inscribed with colonialism predicated upon ongoing racism and white supremacy, and the need for decolonial and antiracist approaches to undo the privileging of white, western ontologies and epistemologies, and center alternate, local, indigenous ways of knowing, being and doing both epistemically as well as in the real-world (e.g., the goal of repatriating "indigenous" land) (see also Kubota 2024). It is important to note here that the core of this approach to identity, experience and (in)justice is rooted in raciolinguistic inquiry (e.g., Rosa 2016; Rosa and Flores 2017), critical race theory (e.g., Crenshaw 1991;Crenshaw et al. 1995), antiracist pedagogy (e.g., Kubota 2021) and intersectionality (Collins and Bilge 2020), conceptually and sociohistorically originating in and focused on North American settings, which rely on binaries including "Whiteness"/"Otherness"; Oppressor/Oppressed; privileged/marginalized; Global North/Global South. 1 Kubota and Motha (2025), contending that these binaries will manifest differently in sociohistorically contextualized ways in and beyond education leading to privilege and oppression in world language education settings around the globe, use the term racism(s). In noting this, they contend they aim to avoid the imposition of conceptual frameworks upon other contexts and communities: ...
“Identity” has always been a concept centrally situated, implicitly and explicitly, in dialogue in the “field” of English as a Lingua Franca (ELF) (Jenkins 2018). The problematization of essentialized and idealized “nativeness,” and corresponding ways of knowing, being, and doing in ELF scholarship, serves as an epistemic rebuke of the colonial roots of English language-related theory, inquiry, and practice. The field of English language teaching (ELT) emerged as a vehicle through which overlapping binaries of identity and community membership (“colonizer/colonized”; “native/non- or not-native”; in most cases “White”/Other”) were imposed and perpetuated with the idea of creating and controlling colonial subjects and their resources, first in and around modern England and then beyond. Violence was done to alternate forms of knowing, being and doing, and to the communities and contexts in which people lived, and this has by no means ended. Individuals and communities incorporated “English” into their language practices through a combination of external and internalized pressure, and agency-driven creativity and innovation. “English” has continued to spread around the globe. ELF scholarship has collectively brought attention to how individuals from diverse backgrounds negotiate being, becoming, and belonging together in ever-increasingly complex, trans-modal ways, both within and transcending communities around the globe, as a result of this dynamic spread.
ELF scholarship has certainly followed a general conceptual trajectory -what Jenkins (2015) refers to as “phases” of ELF theorization, research, and approaches to instruction- although this has unfolded in a non-linear and heterogeneous fashion (Jenkins 2017a). The nature, scope and “value” of ELF work is also being shaped by individuals and groups who position it in broader, pluralistic frameworks for apprehending identity and language practices. To pursue the countless threads and trajectories of ELF-related scholarship, and to trace their historical origins with significant depth, is beyond the capacity of this chapter (conceptually and length-wise). The same is true regarding “critical” attention to being, becoming and belonging in ELF and other pluralistic paradigms theorizing and researching language practices.
My aim in the following chapter is to succinctly unpack how identity, experience and (in)justice have been conceptualized and approached both in each ELF phase, and by scholars increasingly situating ELF in broader, pluralistic, umbrella-like paradigms for apprehending language practices, namely that of Global Englishes (GE) (Galloway and Rose 2015). In doing so, I will note that the scope of identifying and problematizing injustice in this work relates to notions of speakerhood status in English. I will then present recent, critical review and critique of the depth and breadth of pluralistic approaches to being, becoming and belonging, and attention to (in)justice, which argues that while pluralistic approaches/frameworks/paradigms attend to linguistic creativity and complexity and challenge native speakerism (Holliday 2005, 2006), such work has undertheorized and even ignored individuals’ negotiations of identity and community membership, and their lived experiences with privilege and marginalization. This critique includes a call for decolonial and antiracist approaches to undoing the privileging of “white, western” ontologies and epistemologies, and the centering of alternate, local, indigenous ways of knowing, being and doing both epistemically as well as in the real-world (Kubota and Motha 2025); a call that is increasingly being heeded in GE and ELF scholarship.
Following this overview, I will discuss two concerns I have pertaining to these trends and trajectories, both of which I believe can do, and have done, epistemic and other forms of harm:
1) the focus on “(non-/not-)nativeness in English” is conceptually myopic (Hammine and Rudolph 2023), as it fails to account for the contextualized, sociohistorical complexity of negotiated identity and/in interaction within and transcending communities, and leaves the origin and nature of manifested injustice partially or wholly unaddressed,
2) scholarship attending to identity, experience and (in)justice is increasingly at risk of functioning as a source of epistemic colonialism, wherein dominant ontologies, epistemologies, and ideologies pertaining to (in)justice are imposed, potentially excluding individuals and communities in and beyond academia.
I will briefly argue, in contrast, for approaches to being, becoming and belonging, and to (in)justice, to be grounded in listening, dialoguing, relationship and trust-building, reflecting and (un-)learning, with patience and humility, and in love; for an approach that is community-based and transdisciplinary (Hammine and Rudolph in press).
I will then conclude by presenting readers one context with which to engage and reflect upon, when pondering the complexity of negotiated being, becoming and belonging in educational spaces and the communities in which they are located, and how injustice might be accounted for and addressed in ELF scholarship (and other justice-oriented work). Readers will note that throughout the chapter, in order to provide more concrete examples of scholarly trends and dialogue -past, present and potential- I draw on examples from “Japan,” where I live, research and teach.
... Of course, racism is not the only systemic form of oppression shaping STEM higher education. Racism intersects with other systems of marginalization such as sexism or cisheterosexism (Collins, 1990;Crenshaw, 1991). The term "intersectionality" was coined by Crenshaw in the late 1980s to introduce these ideas into legal scholarship, but "the analysis that animates the meaning of intersectionality-the idea that multiple oppressions reinforce each other to create new categories of suffering" (Taylor, 2017, p. 4)-was developed and promulgated in the 1970s by the Black feminist organization known as the Combahee River Collective, and its intellectual roots go back at least as far as the 1850s activism of Sojourner Truth (Collins, 1990;Combahee River Collective, 1977). ...
A growing body of evidence shows that positive student outcomes are associated with racial/ethnic diversity among university STEM instructors. However, few studies to date have been able to provide direct causal evidence identifying the specific mechanism(s) hypothesized to drive the benefits of instructor racial/ethnic diversity. Leaving these mechanisms unexplained may lead both receptive and critical readers to infer that race or ethnicity are somehow “natural” categories that “cause” such outcomes. In this narrative review, we eschew such racial essentialism in favor of an understanding of race as socially constructed, and use an ecological systems perspective to examine how multiple mechanisms of systemic racism operate inside and outside classrooms across multiple levels of analysis. Understanding how these mechanisms relate to each other, and how multiple interconnected mechanisms may drive the benefits of instructor racial/ethnic diversity, could inform the design of policies and practices to disrupt racism and advance equity. By integrating several bodies of psychological and sociological research on systemic racism in STEM and in higher education more broadly, we outline a multi-path model to explain how and under what circumstances STEM instructor racial/ethnic diversity may have particular effects on student experiences or outcomes. We use this model to generate predictions and recommend how researchers could test these predictions in future studies.
... This aligns with feminist theories that explore how gendered power dynamics shape interactions and identities, particularly in digital spaces (Banet-Weiser, 2018). Specifically, this study draws on intersectional feminist perspectives, which emphasize how multiple, overlapping systems of oppression-such as gender, caste, and class-inform women's experiences and strategies on dating apps (Crenshaw, 1991). By adopting this lens, the study situates women's safety work as a critical response to both individual and systemic risks, underscoring the importance of recognizing how broader social hierarchies and digital affordances intersect to shape women's safety practices. ...
... In turn, they miss key issues that underlay inequality-as we set out-by not thinking more holistically about gendered intersectionalities. Intersectional arguments (Crenshaw 1991) critiqued the occlusion of Black women in both feminist and anti-racist theorizing and praxis, as feminist work focussed on White women and anti-racism on Black men. Such absence, we argue, prohibits the degree to which the DHR process can meet its intended aims of learning lessons from domestic homicide, promoting a better understanding of DA, improving service responses, and articulating the full reality of a victim's experience (Home Office 2016). ...
This paper aims to identify, for the first time, how gendered intersectional dynamics are framed in Domestic Homicide Reviews (DHRs) and incorporated, or otherwise, into their recommendations. Conducting a mixed methods document analysis of 46 DHRs, we find that the gendered and raced nature of domestic abuse/homicide frequently remains unstated and explore these silences in relation to incident-focussed risk assessment practices and ‘counter allegations’ of abuse. At the point of domestic homicide, intersectional gendered relations cannot be denied, minimised, or ignored. However, we argue that the race and gender-neutral framing found in DHR policy documents and the Domestic Abuse Act 2021 too frequently extends to DHRs themselves, obfuscating the learning potential intended to lay at the heart of the process.
... This tenet aligns with the concept of intersectionality in Black Feminist Thought. Scholars like Kimberlé Crenshaw, Patricia Hill Collins, and many others have identified the way multiple overlapping marginalized identities shape a person's social reality (Collins, 1989;Crenshaw, 1991). Black girls carry intersectional identities as racial and gender minorities in America. ...
With the incoming wave of adults aging into older adulthood growing Arizona’s population and many states creating multisector plans for aging to prepare, this study reviewed the 2023-2026 Arizona State Plan on Aging to inform a plan of action for social workers. The plan was informed by the domestic migrations of residents moving to Arizona, California’s Master Plan on Aging, and the current pedagogical approaches in the field of gerontology. The main theoretical concept explored a model which combined the life-course perspective and critical gerontology in social work, leading to two proposed strategies. Strategy one is elevating the study of economics in social work and strategy two is developing a dual gerontology and social work advanced degree. The study predicts that introducing more opportunities to learn social economics and developing dual degree options will prepare future Arizona social workers to work with multiple disciplines to serve clients from prenatal to adulthood to end-of-life care.
... Location of residence across the UK is acknowledged to factor in how healthy lifestyles support positive life expectancy (ONS, 2022). Advocating for space and the affordance and constraints of space, is key in implementing an intersection-informed approach (Crenshaw, 1991). Sustainable means to become motor agentic (self-managing to best use our proficiencies), and to become and stay physically active, is paramount for all (Murray and Napper-Owen, 2021). ...
Abstract
This paper explores physical affordances – features and practices supporting activity – and scrutinises their accessibility to promote principle-led equity in movement. By examining how being active underpins capabilities essential for living well, a holistic perspective on using ‘self-space’ and surrounding space is presented. In line with the World Health Organization’s (2021) mandate for fairness in physical activity programming, a justice-oriented leadership approach across health and
education is emphasised. The application of JEDI principles (justice, equity, diversity, and inclusion) to physical movement highlights constructs of autonomy and agency, enabling individuals to make choices and act to invoke change (Virenque and Mossio, 2024). The concept of ‘constraints’ is extended from therapeutic roots (Taub et al., 1993) to adaptive movement facilitation (Newell,1986). Constraints-informed pedagogies enhance embodied learning, fostering autonomy through interactive movement generation in physical education (Renshaw and Chow, 2018). Being well is understood as a composite of physical, cognitive, and emotional health. It is recognised as a complex yet integral construct (Spratt, 2016; Ryff, 2014). Physical activity is shown to significantly influence health behaviours, encompassing mental and physical wellbeing (Liu et al., 2024). This paper offers means to facilitate fair ways towards children’s healthy active living.
... This has offered the possibility of having greater diversity when analysing the relations between the elements used in each advertisement. Subsequently, each product was (Crenshaw, 1991), refers to the way in which multiple forms of discrimination-such as racism, sexism, and classism-interact to create unique experiences of oppression. 3 Sexism is defined as the assignment of exclusive roles or characteristics to women and men (Glick & Fiske, 1997). ...
Online advertising of ultra-processed food products is increasingly present in our daily lives. Brands use gender representations as a tool to influence purchases, but lack of diversity in representations does not connect with people’s different realities. Nonetheless, the literature has not yet explored this topic in depth. Therefore, this study uses qualitative content analysis methodology to examine how audiovisual messages construct masculinities and femininities in 14 advertisements of the most popular ultra-processed brands in the world. We have observed that male and female representations are organised according to different profiles related to hegemonic characteristics with little diversity in terms of sexual orientation, age, ethnicity and body types. Despite this fact, the results also show some alternative discourses that could indicate a change in the brands’ strategies to attract and retain consumer interest.
... To borrow a concept from renowned scholar Kimberlé Crenshaw, the plot for this musical unveils a complex "intersectionality" of class and gender. 1 Too often, in a country where a vast majority of the people are poor, people in positions of power are predisposed to exploiting the powerless and marginalized. 2 In the case of Lola and his fellow gay friends, their identities of being poor and gay make them easy prey for exploitation by wardens and prison guards in the Philippines. ...
Public officers and civil servants are responsible for discretionary decisions, with biases—implicit and explicit—surfacing to impact decision-making. Such biased decisions are, in part, reflected in privileged omissions: the practice of discriminatory inaction that excuses expected standards, rules, and laws because of an individual’s privileged status. This article contributes to existing research on bias in governance and public administration by exploring privileged omissions and expanding on an existing model. We provide a foundational primer on privileged omissions with key dimensions of influence: bias in favor of, myth of neutrality, intersectionality, and resources and training. Additionally, we build upon the existing model of the effects of privileged omissions by integrating the concept of cumulative advantage. The primer concludes with administrative actions and strategies that can be taken to curb privileged omissions and directions for future research.
Few existing data sources quantify the magnitude of court-ordered and illegal residential evictions, among historically marginalized groups. We describe the Social Epidemiology to Combat Unjust Residential Evictions (SECURE) Study (2021–2024; n = 1,428; 91.1% response rate) methodology and participant characteristics. Univariable and multivariable statistics including Spearman correlations were used to describe data. Unadjusted and adjusted modified Poisson regression with robust error variance estimated relative risk (RR) and associated 95% confidence intervals (95% CI) for associations between five eviction measures and self-rated health (SRH), and self-rated health relative to most similarly aged peers (RSRH). A quarter of the participants reported experiencing an eviction as a child ( n = 354). Over half of the study sample reported ever experiencing a court-ordered ( n = 432) and/or an illegal eviction ( n = 360). In the past 2 years, 15.2% of the sample reported experiencing a court-ordered ( n = 122) and/or illegal eviction ( n = 95). Eviction during childhood, and ever experiencing both court-ordered and/or illegal eviction was associated with between 12 and 17% higher risk of poor SRH, and childhood eviction and ever experiencing illegal eviction was associated with between 34 and 37% higher risk of worse RSRH among reproductive age Black women. More community-partnered research using participatory action research methods are needed to understand and intervene upon the health impacts of residential evictions among disproportionately impacted groups.
Purpose
This study explores the paradox of discrimination within Denmark’s LGBTQIA+ community, often regarded as a safe and inclusive environment. It delves into the nuanced dynamics of discrimination and marginalization that persist in this context, alongside the effectiveess of organizational DEI policies, queer practices and support networks.
Design/methodology/approach
Drawing on qualitative interviews with DEI experts and LGBTQIA+ community members, thematic analysis reveals patterns of discrimination. A queer, intersectional approach serves as a lens to examine the complexities of identity-based discrimination.
Findings
The findings highlight a dichotomy where Nordic exceptionalism and heteronormative standards continue to perpetuate inequities that disadvantage certain subgroups, despite the ongoing efforts of organizational DEI initiatives.
Research limitations/implications
This research provides valuable insights for designing intersectionality-informed DEI strategies that cultivate safe spaces and inclusive practices within both societal and organizational contexts. By introducing the “Systemic Queer Lens,” it contributes a novel theoretical perspective to the discourse on intersectionality and LGBTQIA+ experiences within organizations, inviting deeper engagement with these critical issues.
Originality/value
This study not only presents the “Systemic Queer Lens” but also enriches understanding of the intersectionality and lived experiences of LGBTQIA+ individuals within organizational settings, shedding light on the complexities of discrimination even in environments that appear to be inclusive.
Measures of sexual orientation and family functioning are widely used among sexual minority populations. However, data on whether these measures are culturally syntonic and responsive to the needs of a particular population, such as Hispanic sexual minority youth (HSMY), are lacking. Therefore, this study assessed whether HSMY understand measures of sexual orientation and family functioning as intended. Authors conducted individual interviews with five HSMY to evaluate the face validity of a measure of sexual orientation (i.e., Klein Sexual Orientation Grid) and measures of family functioning (i.e., Parent–Adolescent Communication Scale, Parenting Practices Scale, Parental Monitoring of Peers). Data were analyzed using a general inductive approach. For the sexual orientation measure, five themes were identified related to the: (1) clarity of questions, (2) challenging nature of questions, (3) difficulty of responses, (4) suggestions to improve response options, and (5) need for questions to include gender identity. For family functioning, three themes were identified: (1) relevance of the measures to sexual minority youth, (2) the importance of understanding family history and cultural context, and (3) capturing the context of how sexual minority status and disclosure impact family functioning. HSMY had generally positive feedback regarding these measures; however, they also suggested specific changes associated with wording and specificity of the measures to make them more relevant to HSMY’s unique needs.
Background
Black communities are disproportionately impacted by dual crises: residential evictions and adverse birth outcomes. A growing literature has documented the spill-over effects of neighborhood evictions on adverse birth outcomes, but none have examined associations between these exposures over time and risk of preterm birth (PTB) among Black women.
Methods
We linked survey data from the Life-course Influences on Fetal Environments Study ( n = 807) and publicly available block group-level eviction filing rate data. Addresses from the preconception (from 2007 to 2009) and during pregnancy neighborhoods (from 2009 to 2011) were linked to data from the Eviction Lab. Eviction filing rate trajectories included (1) steady low (referent), (2) steady high, (3) decreasing, and (4) increasing categories. PTB was defined as birth before 37 completed weeks of gestation and was abstracted from participant medical records. Modified Poisson regression with robust error variance estimated relative risk and 95% confidence intervals. Models were adjusted for predictors of residential selection (income, education, marital/cohabiting status, and age), as well as duration of residence in current neighborhood, current neighborhood sociodemographic disadvantage, and residential move from the before pregnancy to during pregnancy neighborhood.
Results
Preterm birth was experienced in 16.2% of the sample ( n = 131), and the mean age of participants was 27 years. In adjusted models, PTB risk was strongly associated with increasing eviction filing rates (compared to steady low) (relative risk: 1.68, 95% CI: 1.05, 2.68).
Conclusion
Our results provide new evidence about the spillover effects of increased neighborhood threat of eviction over time, on risk of PTB among Black women. Future interventions, including policy solutions aimed at addressing the eviction and PTB crises, are warranted.
The Oxford Handbook of Feminist Theory provides an overview of the analytical frameworks and theoretical concepts feminist theorists have developed to challenge established knowledge. Leading feminist theorists, from around the globe, provide in-depth explorations of a diverse array of subject areas, capturing a plurality of approaches. The Handbook raises new questions, brings new evidence, and poses significant challenges across the spectrum of academic disciplines, demonstrating the interdisciplinary nature of feminist theory. The chapters offer innovative analyses of the central topics in social and political science (e.g. civilization, development, divisions of labor, economies, institutions, markets, migration, militarization, prisons, policy, politics, representation, the state/nation, the transnational, violence); cultural studies and the humanities (e.g. affect, agency, experience, identity, intersectionality, jurisprudence, narrative, performativity, popular culture, posthumanism, religion, representation, standpoint, temporality, visual culture); and discourses in medicine and science (e.g. cyborgs, health, intersexuality, nature, pregnancy, reproduction, science studies, sex/gender, sexuality, transsexuality) and contemporary critical theory that have been transformed through feminist theorization (e.g. biopolitics, coloniality, diaspora, the microphysics of power, norms/normalization, postcoloniality, race/racialization, subjectivity/subjectivation). The Handbook identifies the limitations of key epistemic assumptions that inform traditional scholarship and shows how theorizing from women’s and men’s lives has profound effects on the conceptualization of central categories, whether the field of analysis is aesthetics, biology, cultural studies, development, economics, film studies, health, history, literature, politics, religion, science studies, sexualities, violence, or war.
This study investigates the relationship between social media usage and demographic as well as political attitudes using the Pew Research Center's Global Attitudes Spring 2023 Survey. The findings reveal that women are slightly more likely to use social media than men globally (52% vs. 48%). Country-specific analysis highlights gender variations, with higher male engagement in India (61.8%) and predominant female usage in Indonesia (58.2%) and Brazil (63%). Age significantly influences social media use, as users are generally younger (M = 35.79) compared to non-users (M = 45.47). Additionally, social media users express slightly higher satisfaction with democracy, although the effect size remains small. The analysis also reveals social media's association with smaller household sizes and lower prayer frequency, suggesting changes in traditional lifestyles. Notably, social media users report a stronger sense of global connectedness compared to non-users, particularly in countries like Kenya and South Africa.
Cet article explore les enjeux des collaborations intersectorielles dans l’accompagnement sociojudiciaire de femmes victimes de violences sexospécifiques (violences sexuelles, conjugales ou exploitation sexuelle), qui appartiennent à des groupes marginalisés (les communautés autochtones, noires, racisées, immigrantes, les personnes en situation de handicap, Sourdes ou encore les minorités sexuelles et de genre). À travers une recherche partenariale menée auprès d’intervenantes communautaires au Québec (n=48), il met en lumière les pratiques collaboratives intersectorielles et les défis rencontrés lors de l’accompagnement des femmes dans leurs démarches judiciaires. Les expériences des participantes ont été documentées par le biais de questionnaires et d’entretiens, individuels ou de groupe, menés entre le printemps 2020 et l’hiver 2021. Ancrée dans une perspective féministe intersectionnelle, l’analyse thématique des données a permis de dégager quatre principaux axes de collaboration : l’établissement de partenariats sous tension avec les milieux policiers, la coordination et la communication entre les différents secteurs, l’accompagnement des femmes dans leurs interactions avec les acteurs et actrices du système judiciaire et les initiatives de sensibilisation et de formation des professionnel·le·s. Les analyses révèlent que, bien que ces collaborations aient le potentiel d’améliorer l’accès à la justice, elles sont souvent entravées par des lacunes en matière de reconnaissance des rôles des intervenantes, des disparités régionales et par un manque de sensibilisation aux réalités des femmes marginalisées. L’article conclut en insistant sur quelques recommandations tirées des résultats et discutées à la lumière de la littérature scientifique et grise : renforcer les partenariats intersectoriels, intégrer une analyse féministe intersectionnelle dans les pratiques judiciaires, et soutenir les organismes communautaires afin de garantir un accès équitable à la justice pour toutes les femmes qui le souhaitent.
Purpose
Within the business landscape, shaped by systemic barriers, Blackwomen in STEM are increasingly entering and navigating complex entrepreneurial pathways. This study explores the distinct networking practices that support Blackwomen in their STEM ventures.
Design/methodology/approach
Adopting a phenomenological approach to social network theory, we analyze semi-structured interviews with 21 Blackwomen founders to illuminate how these entrepreneurs leverage bi-dimensional relationships to foster business growth and uplift their communities. Additionally, we explore the concept of “Equity Ethics,” a principle often embraced by Blackwomen in STEM to address socioeconomic disparities through their businesses.
Findings
Our findings highlight the critical role of race-conscious mentorship, strong, racialized ties, and the importance of community empowerment, Equity Ethics, for Blackwomen STEM founders.
Originality/value
This article challenges the existing understanding of social network theory, especially as it pertains to the intersectional experience of Blackwomen in STEM entrepreneurship. Our research emphasizes the importance of acknowledging and supporting intersectionality to promote a more inclusive, equitable and diverse entrepreneurial landscape.
From the Islamic point of view, preserving spiritual integrity and moral values is crucial for the welfare of society, which makes the study of this degradation particularly urgent. This study looks at important reasons for the decline of Kazakh culture. It highlights the loss of moral values and cultural traditions, as well as the impact of outside social and technological forces. The research employs a mixed approach, including a structured online survey of 597 respondents from seven large cities in Kazakhstan. The data is analyzed using statistical and thematic methods to identify key themes of spiritual degradation, cultural identity, and the role of Islamic values. The results show that 47% of respondents link cultural degradation primarily with blurring moral and ethical norms, and 20% consider the loss of cultural traditions as the key factor. Other contributing factors include urbanization, economic inequality, technological influences, and dependent mentality. Traditional Islamic values are highlighted as potential guiding principles for combating these trends. The study finds that the spiritual decline in Kazakhstan is a complex issue that needs a wide range of solutions. These solutions should include Islamic principles, protection of culture, and efforts to reduce the economic differences that lead to moral issues. Effective state programs, combined with a cultural shift toward ethical responsibility, are needed to counter these trends and form a more spiritually and morally sound society.
This chapter focuses on the challenges I have experienced as a female immigrant faculty member of color transitioning from academia in the Caribbean to academia in the United States. In this chapter, I delve into this narrative while employed as a faculty member in higher education. Through personal stories, I explore my identity and adaptation using an autoethnographic and arts-based research lens. The chapter highlights the unique challenges I faced as an immigrant faculty of color when adapting to a new educational system and culture. It emphasizes hurdles such as adapting to different pedagogical methods and overcoming cultural barriers. It centers on my narratives rather than generalizing the immigrant faculty experience. Additionally, I discuss the impact of these experiences on the identities of immigrant faculty. These reflections underscore the vital role of diversity in enriching academic discourse and contribute to a broader understanding of the interplay between personal narratives, cultural backgrounds, and professional roles in the academic landscape. Ultimately, my narrative serves as a testament to the resilience and adaptability of immigrant scholars in the face of systemic adversities.
In this chapter, we highlight a few landmarks that influenced current immigration policies in the United States. In particular, we discuss three migration waves: the British indentured servitude, the transatlantic slave trade of Africans, and the California gold rush which led to the Chinese Exclusion Act. Next, before providing context for immigrant faculty of color as a focus of this edited book, we examine the notion of the American dream and how current federal policies continue to impact Black, Indigenous, and People of Color (BIPOC). After introducing the theoretical frameworks employed by different contributors to this book, we describe the structure of the book. By exploring the historical context of migration to the United States, this chapter provides context for Chap. 2 which offers insight into the historical context of race relations in the United States. Together, Chaps. 1 and 2 set the stage for the remainder of the book.
In this chapter, I investigated the experiences of five immigrant faculty of color in the United States. I employed the psychology of immigration as a theoretical lens and first presented excerpts of the story of each immigrant faculty of color. I found that each immigrant faculty of color engaged in internal dialogues triggered by lived experiences, and each faculty member revealed a unique inner world shaped by their academic and immigration-related experiences. Next, I discussed the themes that emerged across stories. The discussion highlights the complexity of relationships between immigrant faculty of color and students, colleagues, and senior leadership in addition to navigating immigration processes that required legal action by these faculty members. I concluded with a line of questions about future approaches to onboarding, evaluating, and supporting immigrant faculty of color.
This autoethnographic study explores the lived experiences of a Chinese international woman navigating U.S. higher education. Through personal reflection and scholarly analysis, the narrative delves into the systemic challenges of racial discrimination, gender inequality, and cultural marginalization faced by Chinese immigrant faculty. The author’s story highlights the persistent struggles of adapting to a new cultural environment while maintaining her identity amidst societal pressures to conform. By employing autoethnography, the study situates these experiences within the broader historical and sociopolitical context of U.S.-China relations and anti-Asian sentiments. The narrative reflects on the impact of structural racism, microaggressions, and the “model minority” stereotype, which places unrealistic expectations on Asian faculty members. Despite these challenges, the study emphasizes resilience, resourcefulness, and the development of strategies to contest systemic injustice. It calls for higher education institutions to address the intersectionality of race, gender, and immigrant status, fostering a more inclusive and equitable academic environment for women of color in academia.
Murdoch’s early poetry presages the attention she pays to nature’s smallest details in the early novels. Her evident sense of the equity of all life is explored in this chapter and, indeed, is confirmed by the emerging animism of the later fiction. Close attention to nature’s minutiae gives rise to a profound sense of belonging for one character in The Flight from the Enchanter (1956). In this novel and in An Unofficial Rose (1962) a pattern of solitary moments in nature begins to emerge that become a common feature across all of the novels discussed in this book. Aesthetic considerations of the formal garden in An Unofficial Rose give way to primordial landscape in The Unicorn (1963). As Murdoch’s novels become more expansive, so begins the accommodation of vaster scales of space and time that counter-balance nature’s minutiae with which the chapter begins. The agentive qualities of the lithic landscape of the Provençal mountains in Nuns and Soldiers (1980) are discussed here. Murdoch’s conception of the equity of all life and her animistic sensibility are connected to love and represent a hitherto unexplored constituent of broader Murdochian ethics, having the potential, the chapter argues, to contribute to contemporary ecological discussions.
This study explores the intersection of gender, entrepreneurship, and work-life balance, particularly in the context of the COVID-19 pandemic. It highlights the unique challenges faced by women entrepreneurs, including work-family conflict and mental health issues. By synthesizing current literature and empirical findings, the research aims to understand how self-care practices can enhance work-life balance. The study provides insights into the importance of support systems and technological innovations for women entrepreneurs. Ultimately, it contributes to the growing discourse on gender dynamics in entrepreneurship and emphasizes the need for tailored interventions to promote well-being and business sustainability.
The focus of this ethnographic research, which took place in London in 2019, was on a small number of Black, Asian and minority ethnic young men and their relationships with their mothers. Data came from informal conversations and recorded interviews, capturing the perspectives of the young men, mothers and youth workers. We draw on the concept of philogynous masculinities—defined as the fondness, love and adoration of women—a neglected research area. While practicing a distinctive and often violent cultural form of street masculinity, our objective is to show that these young men can, and often do, display a caring, loving, respectful and highly protective side in their attitudes, practices and relationships with their mothers. This recognition starkly contrasts the co-existence of the highly misogynistic way they generally treat other young women whose bodies are objectified and sexualized.
To call women the weaker sex is a libel; it is man's injustice to women. If by strength is meant brute strength, then, indeed, is woman less brute than man. If strength means moral power, then women are immeasurably superior to men. –Mahatma Gandhi
Over the vast tapestry of history, women have borne the weight of societal roles and responsibilities, a traditionally enduring burden that is now gradually and rightfully transforming into lofty ambitions and pursuits. This chapter unfolds the historical perspective of American women from the colonial era to the present as a labyrinthine transition that has been anything but simple, entailing dimensions such as: Addressing gender dynamics to evolving gender roles; women’s participation in all walks of life; and Promoting mental well-being in context of different UN Sustainable development Goals to be achieved by 2030. Such a process of redefining women stands testament to their dignity, innate self-worth, and profound emotional landscapes. As rightly said by Michelle Obama, the former first lady of the United States, “There is no limit to what we, as women, can accomplish.” However, women still face many challenges and barriers to empowerment in the US, like gender-based wage gaps, career advancement barriers, and systematic inequalities based on race, colour, etc. Robust policy initiatives and institutional frameworks in a country can play a pivotal role in promoting women’s empowerment at all levels of society.
Women’s participation in international higher education has grown substantially, particularly in Western countries, with Asian countries remaining the largest contributors of students globally. However, women doctoral students encounter numerous challenges stemming from their multifaceted responsibilities with family and academic roles. Despite the increasing number of women earning university degrees, there remains a significant gap in research focused on their experiences, navigation, and identity construction throughout the lifecourse. This study employs a critical collaborative autoethnographic approach through an intersectionality lens, centering on the experiences of three Asian transnational women doctoral students studying in North America. We emphasize the inseparability of our multilayered identities, which simultaneously function within systems of oppression, domination, and subordination. Our analysis yielded three key themes: becoming transnational doctoral students, navigating academic and career complexities, and intersecting and constructing multiple identities. The barriers, structural gaps, and forms of oppression we encounter pose additional challenges to our success and well-being in higher education.
Five experiments ( N = 854) tested the hypothesis that U.S. adults generate explanations of Black–White differences that position Black Americans as “the effect to be explained” (EBE), and White Americans as the norm for comparison. Participants explained race differences in trust in the police (Experiment 1), success or failure in a drug rehabilitation program (Experiment 2), charitable donation rates (Experiment 3), or the benefits of a new medication (Experiments 4 and 5). Every experiment counterbalanced which group had the numerically higher or lower result and the more expected or unexpected data pattern. Participants’ explanations focused significantly more on Black Americans and on the group with the more unexpected results in four experiments. Explanatory focus was not related to perceptions of the mutability of groups’ behavior or which data pattern was numerically larger. Studies 1–4 used mostly White samples, but Experiment 5 found that Black and White participants both focused explanations on Blacks. The tendency to take Black Americans as the EBE is large when they show the less expected data pattern (Cohen’s d = 0.86), and medium ( d = 0.33) even when White Americans show the less expected data pattern. These data show why diversifying samples and research teams are necessary but not sufficient steps to undo the impact of structural inequalities on the representation of diverse people in psychology.
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