NSF ADVANCE

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Email us at flags@csuohio.edu

Resources related to intersectionality

Resources related to intersectionality:

Below, we share some resources that may help Chairs/Directors increase gender equity through a consideration of intersectionality. Please feel free to contact us if you have questions about these resources.

If you find a helpful resource that is not yet included on this list, please let us know.

If you use one of these resources, we would appreciate it if you would let us know about your experience. Was it helpful? How did you adapt it for CSU and for your unit? Would you recommend it for others?

General Resources

Speakers

Based on the specific topic and interest, CSU ADVANCE can help you recruit and bring in expert speakers or workshop facilitators

Videos

  • Intersectionality 101
  • The urgency of intersectionality
 

 

Readings on Intersectionality in General:

  • Intersectionality 101
    • Author: Havinsky, O.
    • Summary: This resource, available in our Teams folder, was produced by the Institute for Intersectionality Research and Policy and Simon Fraser University. It’s written more for health professions, but gives a good overview of intersectionality.
    • For more information: See our Teams folder
       
  • Intersectionality: A Critical Framework for STEM Equity
    • Source: Association for Women in Science
    • Summary: This website provides a brief overview of intersectionality and some recommendations about how to include intersectionality in gender equity research and practice
    • For more information: https://www.awis.org/intersectionality/
       
  • Intersectionality and ADVANCE

Readings on Intersectionality Research

  • Intersectionality in higher education research: A systematic literature review
    • Authors: Nichols & Stahl
    • Abstract: This paper presents a systematic structured review of recent research that explicitly adopts intersectionality as a theoretical framework to interrogate how tertiary institutions manage, cater for, include, exclude and are experienced in ways that produce advantage and disadvantage. The analysis addresses the following questions: Within research that uses intersectionality, what aspects of the HE context are the focus? What methodologies are employed and how do these contribute to the production of knowledge? What vectors of identity are included? We find that gender appeared as the primary identity with which other dimensions of difference were combined to produce intersectional positions. Furthermore, case study and autoethnographic designs were primary approaches. This systematic literature review of 50 papers demonstrates that, when considering the workings of multiple systems of (dis)advantage, academic participation is intertwined with social and personal aspects of the HE experience. While intersectionality challenges the dominant instrumental view of HE, our review concludes that there is considerable work to be done to actively address the workings of intersecting systems of inequity impacting on participation and outcomes of students and faculty.
    • Source: 2019 Higher Education Research & Development, https://doi.org/10.1080/07294360.2019.1638348
    • For more information: Use ILL or contact an ADVANCE team member
 

 

  • Methods of Intersectionality Research
    • Authors: Misra, Curington, & Green
    • Summary: Discussion of how to conduct research on intersectionality. Also includes a discussion of what intersectionality is.
    • Source: 2020 Sociological Spectrum, https://doi.org/10.1080/02732173.2020.1791772
    • For more information: See the ADVANCE team

Readings Related to the Intersectionality of Gender and Age

  • Tackling taboo topics: A review of the three Ms in working women’s lives.
    • Authors: Grandey, Gabriel, & King
    • Abstract: In North America and Western Europe, women now compose almost half the workforce but still face disparities in pay and promotions. We suggest that women’s natural experiences of the three Ms (i.e., menstruation, maternity, and menopause) are taboo topics in ways that may constrain women’s careers. We propose that the three Ms are particularly incongruent with expectations at intersecting career stages (i.e., a job market newcomer having menstrual discomfort, an early career professional breastfeeding, a company leader getting hot flashes), with implications for work outcomes. In this review, we tackle the taboo of the three Ms by reviewing the evidence for how menstruation, maternity, and menopause are each linked to (1) hormonal and physiological changes, (2) societal beliefs and stereotypes, and (3) work affect, cognition, and behavior. We conclude by proposing novel implications for incorporating the three Ms into existing theoretical frameworks (i.e., work-nonwork spillover; stigma and disclosure; occupational health) and presenting new research questions and practices for understanding and addressing the ways that women’s health intersects with career trajectories.
    • Source. 2020 Journal of Management, 46(1), 7-35. DOI: 10.1177/0149206319857144
    • For more information: CSU Libraries
       
  • Gender, family and caregiving leave, and advancement in academic science: Effects across the life course
    • Authors: Fox & Gaughan
    • Abstract: Family and caregiving leave are increasingly important dimensions for careers in academic science, and for vital, sustainable institutional structures. These forms of leave are intended to support equity, and particularly gender equity. A key question is how the actual use of leave affects critical milestones of advancement for women—compared to men—in (1) time to tenure and (2) the odds of promotion to full professor. We address this question with descriptive statistics and event history analyses, based on responses to a survey of 3688 US faculty members in 4 scientific fields within a range of Carnegie institutional types. We find that leave that stops the tenure clock extends time to tenure for both men and women—the effect is gender neutral. Promotion to full professor is another matter. Being a woman has a strong negative effect on the likelihood of promotion to full professor, and women are especially disadvantaged in promotion when they used tenure leave years earlier. These findings have implications for a life-course perspective on gender and advancement in academic science, the roles of caretaking and leave, and the intended and unintended consequences of leave policies for equitable and sustainable university systems.
    • Source: 2021 Sustainability, 13, https://doi.org/10.3390/su13126820
    • For more information: CSU Libraries (might take a while to get there – we found it on ResearchGate)
       
  • The Intrapersonal Experience of Pregnancy at Work: an Exploratory Study
    • Authors: Arena, Jones, Sabat, & King
    • Abstract: The experiences of pregnant employees in the American workforce is a central topic of conversation in current sociopolitical discourse. While previous research focuses more on how pregnant employees can shape others’ impressions of themselves, we shift the lens to explore the intrapersonal experiences of pregnant employees. Using a weekly survey methodology, we examined the extent to which utilizing different coping strategies (active coping and denial) shapes perceptions of both time-based pregnancy-to-work (PWC) and work-to-pregnancy conflict (WPC) over a period of four weeks. The results suggest that using denial as a coping strategy led to increased PWC the following week. Additionally, we found evidence that conflict felt during pregnancy spilled over to predict lower positive affect six months postpartum. We provide some of the first data on the influence of the intrapersonal experiences of pregnant employees not only during their time at work, but also when returning to work postpartum.
    • Source: 2021 Journal of Business and Psychology, 36, 85-102. https://doi.org/10.1007/s10869-019-09661-8
    • For more information: CSU Libraries

Readings Related to the Intersectionality of Gender and National Origin / Culture

  • Academic careers of immigrant women professors in the U.S.
    • Author: Skachkova
    • Abstract: The article draws on the narratives of 34 immigrant women professors from 22 different countries who teach in a major research university in the U.S. First, the article presents immigrant women professors’ voices of experiencing traditional academic activities in terms of teaching, research, and administration/service. Second, the paper voices women’s stories of social climate prevailing in their departments and institutions that affects their academic careers. Third, the article narrates women’s expressions of their efforts to balance academic life and family life.
    • Source: 2017 Higher Education, 53, 697-738. DOI 10.1007/s10734-005-1976-4
    • For more information: CSU Libraries
       
  • Foreign-born women faculty work roles and productivity at research universities in the United States
    • Author: Mamiseishvili
    • Abstract: Using the data from the 2004 National Study of Postsecondary Faculty (NSOPF:04) survey, the study examined foreign-born women faculty members’ work roles and productivity in the areas of teaching, research, and service in comparison with their US-born counterparts at research universities in the US. The findings provided some evidence to suggest that foreign-born women faculty members’ patterns of engagement in work activities contradicted the gendered division of labor in academia. The findings indicated that foreign-born female academics were significantly more engaged in research that was evident in the number of scholarly outputs they produced compared to US-born women faculty colleagues. On the other hand, they seemed to be less involved in teaching and service functions of their work than their US-born women peers. The study could serve as a good starting point to further examine foreign-born women faculty socialization into faculty roles and their academic work culture.
    • Source: 2010 Higher Education, 60, 139-156. DOI 10.1007/s10734-009-9291-0
    • For more information: CSU Libraries
       
  • Women mentoring in the academe: a faculty cross-racial and cross-cultural experience
    • Authors: Guramatunhu-Mudiwa and Angel
    • Abstract: Two women faculty members, one White from the southeastern United States and one Black African from Zimbabwe, purposefully explored their informal mentoring relationship with the goal of illuminating the complexities associated with their cross-racial, cross-cultural experience. Concentrating on their four-year mentor-mentee academic relationship at a predominantly White institution (PWI), these women employed a dialogic duoethnographic methodology to uncover emerging, nuanced characteristics contributing to the positive nature of their mentoring experience. Calling upon a seminal nine-function mentoring framework focused on advancing mentee personal growth and professional advancement, the authors, engaged in critical interplay of dialogic considerations of their mentoring experiences, relationship, and literature. The authors revealed a distinct cross-cultural and cross-racial journey where each, as participant researcher, uncovered a deeper appreciation for the importance of engaged dialog. Emerging is a complex interplay of understandings about trust, care, and power dynamics as factors in defining mentoring relationships that work for good.
    • Source: 2017 Mentoring & Tutoring: Partnership in Learning, 25(1), 97-118. http://dx.doi.org/10.1080/13611267.2017.1308095
    • For more information: Use ILL or contact the ADVANCE team
       
  • Work Experiences of Foreign-Born Asian Women Counseling and Psychology Faculty
    • Authors: Kim, Hogge, Mok, & Nishida
    • Abstract: Eleven foreign-born and -raised Asian women faculty in counseling and psychology programs in the United States were interviewed about their work experiences. Analysis using consensual qualitative research revealed 7 sources of stressors, 6 emotional reactions associated with stressors, 5 coping strategies, and 4 types of intrinsic rewards gained from encountering challenges. The results of the study provide information about the unique experiences of this understudied group and have implications for the U.S. higher education system.
    • Source: 2014 Journal of Multicultural Counseling and Development, 42, 107-160. DOI: 10.1002/j.2161-1912.2014.00051.x
    • For more information: CSU Library or the ADVANCE Teams site
 

 

Readings Related to the Intersectionality of Gender and Race/Ethnicity

  • The 5 biases pushing women out of STEM
  • The importance of intersectionality in higher education and educational leadership research
    • Author: Showunmi
    • Abstract: This paper contributes to the literature on leadership and identity by examining how gender, race, and class may confer disadvantage or bestow privilege in accessing leadership positions while in the role of leader. The paper focuses on the methodology used to explore experiences of Black Minority and Ethnic (BME) and White women leaders understanding of these experiences in public and private sector organisations in England. The research offers the use of the author’s autobiographical account as a starting point to develop an intersectional approach to leadership methodology. In addition, it draws on feminist, intersectional and critical auto-biographical theory to analyse the findings. The paper will begin with an introduction to the literature, moving onto the research design and then discussion on the initial findings, highlighting the core themes emerging from the data. Findings showed that the BME women experienced notably more challenges and difficulties in their role as leaders, and that they saw their ethnicity as having a clear bearing on their identities, their perception of leadership, and their experience as leaders.
    • Source: 2019 Journal of Higher Education Policy and Leadership Studies, 1(1), 46-63.
    • For more information: ILL or talk to an ADVANCE team member

General Readings

  • Disarming racial microaggressions: microintervention strategies for targets, White allies, and bystanders.
    • Specifically related to race but relevant from an intersectional perspective and generalizable to other groups
    • Source: 2019 American Psychologist, 74(1), 128-142
    • For more information: See the CSU Library’s collection

Email us

Email us at flags@csuohio.edu