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Cited by 308Critical Race Theory in EducationFeminist Theory and Gender StudiesHigher Education Research Studies

Un/Doing Intersectionality through Higher Education Research

Harris, Jessica C., Patton, Lori D.·2019·The Journal of Higher Education
DOI 10.1080/00221546.2018.1536936
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Abstract

Grounded in Black feminist and critical race theories, legal scholar Kimberlé Crenshaw introduced the term “intersectionality” to the academy in 1989 to demonstrate how U.S. structures, such as the legal system, and discourses of resistance, such as feminism and anti-racism, often frame identities as isolated and mutually exclusive, resulting in the “theoretical erasure” of Black women who hold multiple minoritized identities. Since 1989, intersectionality has become a “traveling theory,” that has crossed into and influenced almost every academic discipline, including higher education. Through this study, we examined how researchers in higher education do and undo intersectionality and, subsequently, how intersectional analyses may advance a radical social justice agenda in higher education. To explore how scholars un/do intersectionality in higher education, we conducted a summative content analysis of 97 higher education articles that used the term “intersectionality” in some manner. The goal of the study was not to offer a prescriptive way to use intersectionality. In fact, theoretically musing over the precise way in which intersectionality should be done may confine the concept to an overly academic contemplative exercise and therefore, undo intersectionality. Instead, through this research, we aimed to explore and use intersectionality in a manner that advances a transformative social justice agenda.

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  • This encompassed challenging and resisting erasure from feminist and anti-racist discourses, where feminist discourse has centered white women and anti-racist discourse has centered Black men leaving Black women at the margins of both.

    “This encompassed challenging and resisting erasure from feminist and anti-racist discourses, where feminist discourse has centered white women and anti-racist discourse has centered Black men leaving Black women at the margins of both (Collective, 1982;Harris & Patton, 2019).”

    From The Emergence of Racialized Labor and Racial Battle Fatigue in the African American Student Network (AFAM) (2020) · cites this paper as Harris & Patton, 2019

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Authors
Harris, J. C., & Patton, L. D.
Affiliations
  • University of California, Los Angeles (US)
  • Indiana University – Purdue University Indianapolis (US)
Corresponding author
Harris, Jessica C.
ORCID
Venue
The Journal of Higher Education
Publisher
Informa UK Limited
Published
2018-12-04
Volume
90
Issue
3
Pages
347-372
ISSN
  • 0022-1546 (ISSN-L)
  • 1538-4640
DOI
10.1080/00221546.2018.1536936
OpenAlex
W2902955498
Cited by
308
References
52
Citations by year
2026: 32 · 2025: 46 · 2024: 50 · 2023: 56 · 2022: 38 · 2021: 41 · 2020: 27 · 2019: 17 · 2018: 1
FWCI
48.92
Type
journal article
Language
en
Open access
closed
Locations
  • The Journal of Higher Education (publishedVersion)
  • RePEc: Research Papers in Economics (submittedVersion)
Topics
  • Social Sciences › Sociology and Political Science › Critical Race Theory in Education
  • Social Sciences › Gender Studies › Feminist Theory and Gender Studies
  • Social Sciences › Education › Higher Education Research Studies
Keywords
intersectionality, higher education research, Black feminist theory, critical race theory, Black women, social justice, transformative research

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