The DOI matches its Crossref record; 65 of the 65 references it cites were found in a registry or an index.
Intersectionality Dis/ability Research: How Dis/ability Research in Education Engages Intersectionality to Uncover the Multidimensional Construction of Dis/abled Experiences
Abstract
The purpose of this chapter is to systematically review the research within the field of education that explicitly examined how various social constructions of identity intersect with dis/ability to qualitatively affect young adults’ experiences by asking the following question: What are the key findings in education research focusing on youth and young adults with disabilities who are multiply situated in terms of race, gender, social class, sexual orientation, or other social markers? Our conceptual framework included a sociohistorical approach that culled from intersectionality and disability studies in education that centered on the intersectional lived experiences of youth within K–16 educational contexts. In our research, we found 10 qualifying studies that illuminated how youth create meaning along the lines of their disabilities and their intersections, and we summarized these within the following three themes: (a) navigate intersectional disability discourses, (b) present their dis/ability oppression as intersectional, and (c) engage in their identity meaning making as a form of intersectional discourse. We conclude by situating these findings within the larger body of intersectionality disability studies in education research and provide future implications. “Ain’t nobody gonna get me down!” —Kiesha (Petersen, 2009, p. 434)
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“These conceptualizations and materializations either subsume disability issues into an amorphous, melting pot of vaguely defined and perceived 'diversity' (Norwich 2002) or solely focus on persons with disabilities and, to a lesser extent, persons with other minoritized identities without considering issues of intersectionality and social injustice and their impact on accessibility in educational”
From Accessibility and universal design in higher education curricula: implications for inclusion/exclusion (2025) · cites this paper as Hernández-Saca, Kahn, and Cannon 2018
In the citing paper
“Still, some sporadic references to other markers of difference were made without acknowledging how these markers of difference may intersect and impact pedagogical decision-making (Hernández-Saca, Kahn, and Cannon 2018).”
From Accessibility and universal design in higher education curricula: implications for inclusion/exclusion (2025) · cites this paper as Hernández-Saca, Kahn, and Cannon 2018
Citations
Cites
Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color
Crenshaw, K. (1991) · Stanford Law Review · doi:10.2307/1229039 · Cited by 32,792
Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment.
Brewer, R. M., & Collins, P. H. (1992) · Contemporary Sociology · doi:10.2307/2074808 · Cited by 19,445
Emerging adulthood: A theory of development from the late teens through the twenties.
Arnett, J. J. (2000) · American Psychologist · doi:10.1037/0003-066x.55.5.469 · Cited by 16,843
Handbook of Theory and Research for the Sociology of Education.
O'Shea, D. W., & Richardson, J. G. (1987) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2069964 · Cited by 15,197
Crenshaw, K. (2018) · Feminist Legal Theory · doi:10.4324/9780429500480-5 · Cited by 9,510
The Complexity of Intersectionality
McCall, L. (2005) · Signs: Journal of Women in Culture and Society · doi:10.1086/426800 · Cited by 6,682 · cited 2×
“Furthermore, McCall (2005) acknowledges the contradictory relationships that identity categories can create.”
BackgroundMethodThe cultural nature of human development
(2003) · Choice Reviews Online · doi:10.5860/choice.41-1244 · Cited by 5,250
Qualitative Research for Education: An Introduction to Theories and Methods
Biklen, B. (2011) · Cited by 3,326
The dreamkeepers: successful teachers of African American children
(1995) · Choice Reviews Online · doi:10.5860/choice.32-6346 · Cited by 3,159
International Journal of Special Education
(2022) · doi:10.52783/ijse · Cited by 2,527
Research works printed but not linked: 14
- Annamma S. A. (2013). Resistance and resilience: The education trajectories of young women of color with disabilities through the school to prison pipeline (Doctoral dissertation, University of Colorado Boulder). Retrieved from https://scholar.colorado.edu/educ_gradetds/33/
- Artiles A. J., 2013, DuBois Review, 10, 329
- Cannon M. A., 2016, Gumbo for the soul: Liberating memoirs and stories to inspire females of color, 51
- Cannon M. A., 2015, Western Journal of Black Studies, 39, 147
- Cortiella C., 2014, The state of learning disabilities: Facts, trends and emerging issues
- Ferri B. A., 1997, The construction of identity among women with learning disabilities: The many faces of the self
- Ferri B. A., 2010, The myth of the normal curve, 11, 139
- *Ferri B. A., 2010, Gender and Education, 22, 105
- Freire P., 2005, The pedagogy of the oppressed
- Gold M. E., 2012, Educational Foundation, 26, 143
- *Henry W., 2010, College Student Journal, 44, 377
- Lemke J. L., 2013, Learning lives: Transactions, technologies, and learner identity, 57
- Mountz A., 2015, ACME: An International Journal for Critical Geographies, 14, 1235
- Trent S. C., 2014, Multiple Voices, 14, 12
Cited by
Sorted by citations
Fuentes, K., Hsu, S., Patel, S., & Lindsay, S. (2023) · Disability and Rehabilitation · doi:10.1080/09638288.2023.2173315 · Cited by 69
Bennett, D. M. (2020) · International Journal of Disaster Risk Science · doi:10.1007/s13753-020-00267-w · Cited by 66
Cumming, M. M., Bettini, E. A., & Chow, J. C. (2023) · Exceptional Children · doi:10.1177/00144029221146576 · Cited by 55
Hernández-Saca, D. I., & Cannon, M. A. (2019) · International Journal of Qualitative Studies in Education · doi:10.1080/09518398.2019.1576944 · Cited by 42
Self-citationTefera, A., Hernández-Saca, D. I., & Lester, A. M. (2019) · Education Policy Analysis Archives · doi:10.14507/epaa.27.3380 · Cited by 37
Self-citation
Metadata
- Authors
- Hernández-Saca, D. I., Gutmann Kahn, L., & Cannon, M. A.
- Affiliations
- University of Northern Iowa (US)
- Moravian College
- Indiana University-Purdue University Indianapolis
- Venue
- Review of Research in Education
- Published
- 2018-03
- Volume
- 42
- Issue
- 1
- Pages
- 286-311
- ISSN
- 0091-732X (ISSN-L)
- 1935-1038
- OpenAlex
- W2795962879
- Cited by
- 108
- References
- 65
- Citations by year
- 2026: 17 · 2025: 17 · 2024: 21 · 2023: 17 · 2022: 11 · 2021: 9 · 2020: 6 · 2019: 9 · 2018: 1
- FWCI
- 12.43
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Review of Research in Education (publishedVersion)
- UNI ScholarWorks (University of Northern Iowa) (submittedVersion)
- Funders
- American Educational Research Association
- Alcohol and Drug Abuse Institute, University of Washington
- Topics
- Social Sciences › Sociology and Political Science › Disability Rights and Representation
- Social Sciences › Education › Inclusion and Disability in Education and Sport
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Keywords
- intersectionality, disability studies in education, young adults with disabilities, youth with disabilities, disability oppression, race, gender, social class, sexual orientation, disability discourse, K-16 education
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
