Browsing by Subject "intersectionality"

Now showing 1 - 9 of 9
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    Disabled Youth's Cultural Ways of Knowing and Doing in Special Education: Implications and Strategies
    (Springer, Cham., 2025-06-01) Santamaria Graff, Cristina
    As section leader of the ‘diversity/multicultural’ portion of the International Handbook of Special Education: Implications and Strategies, I have spent considerable time reflecting on the conceptualization of disability at the intersections of multiple non-dominant identity markers in relation to strategies benefiting disabled youth. My reflections have been heavily influenced by Waitoller and Thorius’s (2022) critical scholarship on centering and sustaining disabled youth’s assets within educational spaces. Their work alongside the scholarship of those with multiple intersectional identities (e.g., scholars of Color, disabled scholars, disabled scholars of Color), has supported an evolution of thinking around difference encapsulated in two main ideas: a) disability is part of the fabric of human variance encompassing identity formation, a connection to disability culture/s and communities, and a way of knowing that is contributive, beneficial, and evolving and (b) disability can be located as a counterhegemonic construct to disrupt “normalcy and its location in the bodies and minds of those with dominant identity markers” (Thorius, 2019, p. 212).
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    Expanding Upon Critical Storytelling to Inform Intersectional Disability Futures
    (Springer, Cham., 2025-06-01) Santamaria Graff, Cristina
    Critical storytelling is a methodology that has been used to disrupt and transform deficit-oriented, Western colonial master narratives about marginalized peoples. This chapter expands upon critical storytelling as conceptualized by Dr. Nicholas D. Hartlep and colleagues to explicitly include intersectional disabled youth (IDY), a term used to refer to disabled youth at the intersections of race, language, class, and other identity markers of difference in middle school through higher educational settings. To include IDY, I draw from other critical methodologies that highlight storytelling as a tool to not only disrupt white bodymind normativity but also to honor and center marginalized IDY lived experiences within schools and educational environments. These include Indigenous storywork, testimonio, Critical Race Theory’s counter-stories, and cripistemologies. I synthesize key components from each of these methodological approaches that center one’s embodied story as linked to critical storytelling and apply these to questions informed by the literature about youth with intersectional identities. From these questions and concepts connected to critical storytelling, an understanding of intersectional disability futures emerges to include key pedagogical considerations within teaching and learning that embrace IDY’s stories as knowledgemaking in current and future educational contexts. Accordingly, considerations of time, space, people, content, context, and form are analyzed for their importance in supporting IDY in cocreating and informing desired intersectional disability futures.
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    Exploring the intersection of structural racism and ageism in healthcare
    (Wiley, 2022-12) Farrell, Timothy W.; Hung, William W.; Unroe, Kathleen T.; Brown, Teneille R.; Furman, Christian D.; Jih, Jane; Karani, Reena; Mulhausen, Paul; Nápoles, Anna María; Nnodim, Joseph O.; Upchurch, Gina; Whittaker, Chanel F.; Kim, Anna; Lundebjerg, Nancy E.; Rhodes, Ramona L.; Medicine, School of Medicine
    The American Geriatrics Society (AGS) has consistently advocated for a healthcare system that meets the needs of older adults, including addressing impacts of ageism in healthcare. The intersection of structural racism and ageism compounds the disadvantage experienced by historically marginalized communities. Structural racism and ageism have long been ingrained in all aspects of US society, including healthcare. This intersection exacerbates disparities in social determinants of health, including poor access to healthcare and poor outcomes. These deeply rooted societal injustices have been brought to the forefront of the collective public consciousness at different points throughout history. The COVID-19 pandemic laid bare and exacerbated existing inequities inflicted on historically marginalized communities. Ageist rhetoric and policies during the COVID-19 pandemic further marginalized older adults. Although the detrimental impact of structural racism on health has been well-documented in the literature, generative research on the intersection of structural racism and ageism is limited. The AGS is working to identify and dismantle the healthcare structures that create and perpetuate these combined injustices and, in so doing, create a more just US healthcare system. This paper is intended to provide an overview of important frameworks and guide future efforts to both identify and eliminate bias within healthcare delivery systems and health professions training with a particular focus on the intersection of structural racism and ageism.
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    I Like What I See: Exploring the Role of Media Format on Benefits of Allyship Among Black Women
    (2019-08) Rhodes, Virginia L.; Pietri, Evava S.; Ashburn-Nardo, Leslie; Stockdale, Peggy S.
    Science, technology, engineering, and math (STEM) researchers and organizations recognize that a large gender and racial disparity exists in these fields. However, individuals with intersectional identities (i.e., Black women) have unique experiences of bias that preclude them from entering STEM careers and feeling a sense of belonging. As such, featuring an employee that demonstrates allyship for Black women on an organization’s website can be a useful identity-safe cue to signal that a Black woman’s identity will be valued and promote the recruitment of Black women in STEM organizations. Yet, research indicates that Black women who are high in stigma consciousness (i.e., sensitive to potential discrimination based on their identity) do not trust or believe a White woman ally presented in a written profile cares about helping Black women. The current study found that presenting an ally in a video profile mitigated these negative effects of stigma consciousness, and increased Black women’s anticipated belonging and trust in a fictional STEM organization via higher perceptions of allyship. Theoretical implications for research, practical implications for organizations, and future research avenues to explore are discussed
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    Intersectional Injustice
    (Advances in Social Work, 2023-08-16) Adamek, Margaret E.; Decker, Valerie D.
    In the Spring 2023 issue of Advances in Social Work, we are pleased to present 12 papers written by 44 authors from different regions of the U.S. and Finland. Ten empirical studies and two conceptual/advocacy pieces offer new perspectives and findings on emerging areas of social work practice, policy, and education. The title of this editorial, “Intersectional Injustice,” is borrowed from the lead article by Leotti, Sugrue, Itzkowitz, and Williams who point out the contradiction between social work’s core value of social justice and our complicity as a profession with state intervention in the lives of marginalized families through the current foster care system. Leotti and colleagues invite readers into a critical conversation about how to work collaboratively with families (as happened during the pandemic) with a focus on supportive and preventive interventions rather than relying so heavily on out-of-home placements.
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    Lesbian, gay, bisexual, and/or transgender (LGBT) cultural competency across the intersectionalities of gender identity, sexual orientation, and race among healthcare professionals
    (PloS, 2022-11) Nowaskie, Dustin Z.; Najam, Sidrah; Psychiatry, School of Medicine
    Background There is some data regarding lesbian, gay, bisexual, and transgender (LGBT) cultural competency among healthcare professionals. While few studies have indicated differences in competency between heterosexual and sexual minority professionals, no known studies have assessed LGBT cultural competency among diverse groups with multiple minority identities. This study aimed to characterize healthcare professionals’ LGBT cultural competency by comparing twelve different demographically diverse healthcare professional groups based on gender identity, sexual orientation, and race. Methods Deidentified data (N = 2254) was aggregated from three independent studies (i.e., healthcare professional students, psychiatry residents, and dementia care providers). A series of multivariate analyses of covariance were conducted with groups (based on gender identity, sexual orientation, and race), other demographic variables as independent variables, and LGBT-Development of Clinical Skills Scale scores (Overall LGBT-DOCSS, Clinical Preparedness, Attitudinal Awareness, and Basic Knowledge) as dependent variables. Findings Compared to men, women reported significantly higher LGBT-DOCSS scores, except significantly lower Clinical Preparedness. Compared to cisgender, heterosexual professionals, cisgender, sexual minority professionals and gender minority professionals reported significantly higher LGBT-DOCSS scores. There were several other differences among groups, such as heterosexual, cisgender, White/Caucasian men reporting low LGBT-DOCSS scores but high Clinical Preparedness; heterosexual, cisgender, White/Caucasian women with high LGBT-DOCSS scores except Clinical Preparedness; heterosexual, racial minority professionals with low LGBT-DOCSS scores; and gender, sexual, and racial minority professionals with the highest LGBT-DOCSS scores. Conclusions There are subtle, yet important, differences in LGBT cultural competency among healthcare professionals. More diversity, intersectionality, and multiple minority identities appear to lead to higher competency. Appreciating these gender, sexual, and racial minority professionals’ unique perspectives may promote the development of better, more culturally affirming LGBT health education.
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    Teaching Disabled Youth at the Intersections of Race, Ethnicity and Language: Best Practices for Student Success
    (Cambridge Scholars Publishing, 2024-10-03) Santamaría Graff, Cristina; Segarra Hansen, Allison
    In the United States success and best practices in education and, specifically in special education, have been constructed through a dominant, westernized epistemology that has and continues to privilege white, English-speaking, able-bodied individuals. In this chapter, we, two non-disabled Latina teacher preparation scholar-practitioners, begin by troubling the words success and best practices and their understandings for disabled youth at the intersections of race, ethnicity, and language as well as other marginalized identities. Through a critical and synthesizing review of the research literature, this chapter investigates the overarching question, “How have student success and best practices in special education been conceptualized and how are these understandings evolving in light of teaching disabled youth with multiple intersecting identities?” Using an inductive and deductive approach to data analysis, findings suggest that traditional understandings of student success and best practices focus on where the disabled student is positioned in relation to their peers and more critical understandings center on who the disabled student is and ways to support and advocate for them. Through a synthesis of findings, the authors propose two new definitions of student success and best practices. These definitions have implications for practice as they represent a pedagogical shift in the ways educators assess and evaluate disabled youth.
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    Technology as a Bridge to Co-Create Inclusive and Equitable Learning Environments for Students with Intersectional Identities
    (Emerald, 2023) Santamaría Graff, Cristina; Price, Jeremy F.; Coomer, M. Nickie
    This chapter focuses on the question: How can technology serve as a bridge for teachers and families to engage in the co-creation of activities, lessons, and an environment oriented toward equity and inclusion for all learners? To answer this question, the authors provide context for ways that technology is conceptualized as a bridge, with particular attention paid to two interlocking metaphors: technology as infrastructure and technology as a medium. They describe key conceptual elements and applicable practices of technology in relation to equity and inclusion by presenting examples of technology acting as a bridge in the co-creation of materials used to facilitate learning for K-12 students during a collaborative Summer Institute between community stakeholders (including family members) and educators (including elementary and secondary teachers). Within the context of the Summer Institute, the authors focus on two activities informed by the Summer Institute participants (i.e., stakeholders and educators). Through these activities, the participants contribute their knowledge and insights to enhancing digital platforms (e.g., infrastructures) and accessibility (e.g., medium) leading to important technological breakthroughs that facilitate more equitable and inclusive practices.
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    Trauma-Informed Care through the Lens of Intersectionality
    (2023-05) Davila, Danielle N.; DeRolf, Annie L.; Department of Occupational Therapy, School of Health and Human Sciences; Kregers, Marlene A.
    Currently, trauma-informed care research primarily focuses on treating children or survivors of childhood trauma. There is limited evidence on utilizing trauma-informed care for adult traumatic injury patients. Rehabilitative therapists including occupational therapists, physical therapists, and speech language pathologists typically care for adult traumatic injury patients in their most acute stages of injury. The rehabilitative therapists work with patients in their most intimate moments and challenge them to achieve independence in a variety of daily tasks. A local federally qualified level 1 trauma center was the site of the doctoral capstone experience. Over the course of fourteen weeks, the site received three educational presentations on trauma-informed care through the framework of intersectionality (Crenshaw, 2013). Pre and posttest surveys were distributed before and after each presentation to gauge an increase in trauma-informed knowledge. Results showed a statistically significant increase in scores across all three educational presentations (p<0.001). Most participants rated the doctoral capstone project as “extremely helpful” and made goals to include trauma informed care into their clinical practice. Throughout the process the doctoral capstone student worked alongside the rehabilitation team under the supervision of licensed occupational therapists, to advocate for trauma-informed practice while working with a diverse patient population. This was done to ensure implementation of content coved in each educational presentation. At the end of the experience, a plan was made to ensure continued sustainability efforts.