Employing Multilevel Intersectionality in Educational Research: Latino Identities, Contexts, and College Access

Item

Title

Employing Multilevel Intersectionality in Educational Research: Latino Identities, Contexts, and College Access

Abstract/Description

The theoretical framework of intersectionality shows much promise in exploring how multiple social identities and their relationships with interlocking systems of power influence educational equity, particularly for historically underserved groups in education. Yet, social scientists have critiqued this framework for not adequately specifying how these dimensions shape life opportunities. This essay draws on the work of sociologist Floya Anthias to advance a conceptual model of intersectionality for educational research. This model addresses how different levels of analysis, types of practices, and relationships between social categories separately or together affect educational opportunities. To illustrate the model’s utility in research, policy, and practice, I apply this model to understand contextual influences on Latino im/migrant students’ college access.

Author/creator

Núñez, Anne-Marie

Date

2014

In publication

Educational Researcher

Volume

43

Issue

2

Pages

85-92

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

Language

en

Open access/full-text available

en Yes

Peer reviewed

en Yes

ISSN

0013-189X

DOI

10.3102/0013189X14522320

URL

Official Publisher's Webpage (SAGE Journals)

Full-text PDF Shared by Author (ResearchGate)

Full-text PDF Shared by Author (Academia.edu)

Citation

Núñez, A.-M. (2014). Employing Multilevel Intersectionality in Educational Research: Latino Identities, Contexts, and College Access. Educational Researcher, 43(2), 85–92. https://doi.org/10.3102/0013189X14522320

Cited in

Accomplishing Meaningful Equity

Item sets

Open Access Resource (IRE)

Handbook Chapter 5 Citations

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