In this chapter, we argue that intersectionality is a theoretical and methodological framework by which education researchers can critically examine why and how students in STEM fields who are members of intersecting marginalized groups have distinctive experiences related to their social identities, other psychological processes, and educational outcomes. Taken separately, the bodies of education research focused on the experiences of Black students and female students in STEM fields often render Black women and girls "hidden figures" in that they have not sufficiently addressed their simultaneous racialized and gendered experiences in educational contexts. Additionally, we find that the current discourse on intersectionality is limited in that it does not attend to key psychological processes associated with identity and the intersectional experience in STEM education. We take a theoretical and methodological approach to examining intersectionality in STEM education and provide a new interpretation of the literature on Black women and girls in this social context. A synthesis of (N = 60) research studies revealed that (1) identity;(2) STEM interest, confidence, and persistence; (3) achievement, ability perceptions, and attributions; and (4) socializers and support systems are key themes within the experiences of Black women and girls in STEM education. Our analysis also highlights the ways that researchers have employed intersectionality to make the experiences of Black women and girls in STEM education more visible, or "unhidden." We discuss these findings 759072R REXXX10.3102/0091732X18759072Review of Research in EducationIreland et al.: Experiences of Black Women and Girls in STEM research-article2018

Juvenile crime and violent victimization continue to be significant social problems (Fitzpatrick, Piko, Wright, & LaGory, 2005); in that, adolescents, females in particular, are likely to participate in health related risk behaviors as result of having been victimized or exposed to a violent environment. Specifically, abuse, neglect, sexual molestation, poverty, and witnessing violence are well known risk factors for the development of trauma-related psychopathology and poor outcomes relative to delinquency, drug and alcohol abuse, and HIV risk behaviors

Career development programs for graduate students should acknowledge the multiple and often conflicting demands placed on underrepresented scholars.

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The purpose of this article is to present an intersectionality-based model for conceptualizing the risk factors associated with intimate partner abuse (IPA) among African American lesbians. The available literature on prevalence and risk factors associated with IPA suggests that: (a) estimates of prevalence rates for African American lesbian IPA could range from 25 % to 40 %, with the higher end of the range representing the inclusion of nonphysical forms of abuse (i.e., verbal abuse, intimidation, and coercion); and (b) the risk factors most likely to be associated with IPA for this population include poverty, history of trauma and mental health symptoms (including substance abuse), in addition to distress caused by multiple and intersecting forms of oppression (i.e., racialized, classist sexism and heterosexism). The model demonstrates the manner in which all of these risk factors intersect to create disproportionately high risk for this underresearched and underserved population. A psychodynamically based model is also presented that illustrates the cycle of abuse within an African American lesbian relationship. Finally, a model depicting the most likely protective factors segues into a brief concluding discussion about the implications for intervention, prevention, policy, education, and future research.