“They make you invisible”: Negotiating Power at the Academic Intersections of Ethnicity, Gender, and Class

Briscoe, Felecia M.

doi:10.1080/10665680902794027

Cited by 12 publications

(9 citation statements)

References 19 publications

(12 reference statements)

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“…Intersectional approaches center students' complex, fluid identity formation processes, including reproduction, contestation, negotiation, and hybridization, challenging teachers to rethink their assumptions (Archer, 2003;Gallagher-Geurtsen, 2009). Briscoe's (2009) study of Mexican American women's schooling experiences from K-PhD points to two types of identity formation processes: colonization-an unwanted change that effects a loss or adds a negative component to identity, and hybridization-when a practice is knowingly and willingly added that enhances identity (p. 233). Irizarry (2007) posits students' identities are increasingly hybrid because of experiences with peers of varied identities, urban roots in diverse communities, and multiethnic/multiracial identifications (p. 22).…”

Section: Respect Students' Production Of Their Individual and Collectmentioning

confidence: 98%

“…Educational research points to ways in which students' identity axes contribute to their underachievement and disenfranchisement but often fails to center students' voices (Briscoe, 2009). Intersectional approaches center students' complex, fluid identity formation processes, including reproduction, contestation, negotiation, and hybridization, challenging teachers to rethink their assumptions (Archer, 2003;Gallagher-Geurtsen, 2009).…”

Section: Respect Students' Production Of Their Individual and Collectmentioning

confidence: 98%

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Intersectionality and Student Outcomes: Sharpening the Struggle against Racism, Sexism, Classism, Ableism, Heterosexism, Nationalism, and Linguistic, Religious, and Geographical Discrimination in Teaching and Learning

Grant

Zwier

2011

Multicultural Perspectives

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In this article the authors consider NAME's focus on intersectionality as a tool for theorizing, researching, and employing in pre-K through college practice at preservice and inservice levels. A review of research using three or more identity axes to investigate student outcomes is included. The authors also discuss the benefits of analyzing educational questions intersectionally, noting cautions.The most general statement of our politics at the present time would be that we are actively committed to struggling against racial, sexual, heterosexual, and class oppression, and see as our particular task the development of integrated analysis and practice based upon the fact that the major systems of oppression are interlocking. The synthesis of these oppressions creates the conditions of our lives.-The Combahee River Collective Statement, 1977

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Section: Respect Students' Production Of Their Individual and Collectmentioning

confidence: 98%

Section: Respect Students' Production Of Their Individual and Collectmentioning

confidence: 98%

Intersectionality and Student Outcomes: Sharpening the Struggle against Racism, Sexism, Classism, Ableism, Heterosexism, Nationalism, and Linguistic, Religious, and Geographical Discrimination in Teaching and Learning

Grant

Zwier

2011

Multicultural Perspectives

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“…The college-going habitus and the CSA are highlighted in this flyer. The CSA is evident in both the "small classes, more intimate one-on-one instruction and the rigorous curriculum" and SPH's rejection of neoliberal high stakes testing (Briscoe, 2009). However, SPH also brings in a neoliberal focus by its mention of the impressive amount of scholarship money awarded to students.…”

Section: Recruitment Of New Studentsmentioning

confidence: 99%

“This Is Your Worth”: Is the Catholic School Advantage in Urban Catholic Schools’ College Culture Disappearing in a Neoliberal Era?

Rodriguez

Briscoe

2017

Education and Urban Society

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This ethnographic study of an urban Catholic high school examines its college culture, particular in regard to the Catholic School Advantage (CSA). We collected and critically analyzed multiple forms of data (archival, interviews, observations) at St. Peters High School (SPH) and its adjoining parish. We found a caring and holistic approach to teaching that is integral to the CSA. However, in regard to the college-going habitus, we found that neoliberal values had largely displaced earlier Catholic social values that related to the CSA. Thus, the college-going habitus was dominated by neoliberal economic values (including the worth of individual students and SPH) but largely silent about the social, academic, or spiritual values of students or institutions of higher education. We conclude that such a college-going habitus is likely not only to result in students’ high rate of college enrollment but also to jeopardize their ability to remain enrolled until they graduate.

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“…1 This research has explored the intersection of disability and race (Hill 1994;Stuart 1992Stuart , 1994; race and gender (Collins 1993(Collins , 2000hooks 1984; gender and disability (Begum 1992;Blackwell-Stratton et al 1988;Fine and Asch 1988;GarlandThomson 1997;Morris 1991;Sheldon 2004;Thomas 1999;Wendell 1996); race and class (Anderson 1990;Liebow 2002); disability, race, and class (Connor 2007); and race, gender, and class (Briscoe 2009). This research has provided valuable insight into the lives of individuals located within multiply oppressed identities (e.g.…”

Section: Introductionmentioning

confidence: 98%

Imagining the possibilities: qualitative inquiry at the intersections of race, gender, disability, and class

Petersen

2012

International Journal of Qualitative Studies in Education

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This paper reflects upon the methodology and methods of a qualitative study that examined the lived educational experiences of four African-American women labeled with disabilities and from low socioeconomic backgrounds. This paper offers discussion as to the usefulness of alternate methods of representing data, specifically poetry and narrative, as a means of circumventing dilemmas associated with intersectional research and promoting more equitable research processes for individuals that have been historically marginalized by traditional research methods. How qualitative inquiry may enhance and bring about new insights into the lived experiences of individuals located at marginalized and intersecting discourses is explored.

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“They make you invisible”: Negotiating Power at the Academic Intersections of Ethnicity, Gender, and Class

Cited by 12 publications

References 19 publications

Intersectionality and Student Outcomes: Sharpening the Struggle against Racism, Sexism, Classism, Ableism, Heterosexism, Nationalism, and Linguistic, Religious, and Geographical Discrimination in Teaching and Learning

Intersectionality and Student Outcomes: Sharpening the Struggle against Racism, Sexism, Classism, Ableism, Heterosexism, Nationalism, and Linguistic, Religious, and Geographical Discrimination in Teaching and Learning

“This Is Your Worth”: Is the Catholic School Advantage in Urban Catholic Schools’ College Culture Disappearing in a Neoliberal Era?

Imagining the possibilities: qualitative inquiry at the intersections of race, gender, disability, and class

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