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View all 6 Articles. The concept of intersectionalityhttps://amazonia.fiocruz.br/scdp/essay/perception-checking-examples/history-of-south-american-poverty-and-the.php analytic framework or lens for investigating how social identities are configured by power and oppression, was introduced by Crenshaw in the Stanford Law Review. In this publication, Crenshaw argued that gender, race, social class, and sexuality are inseparable and non-hierarchical dimensions of oppression that are not recognized by current legal tools that focus on race or gender as separate constructs.

While Crenshaw's theory-building focused on the inability of the United States Justice System to adequately address the different experiences for Black women who are survivors of domestic abuse, the concept has been adopted and adapted to critical studies beyond the field of law. For example, a special issue of The Journal of Negro Education focused on the unique experiences of African American girls in American schools. For instance, Watson used an intersectional approach hooks, ; Collins, ; Crenshaw et al.

Black girls were subject to different rules in terms of dress code and demeanor, experienced school as a hostile rather than welcoming place, and recommended schools institute affinity groups to provide safe spaces for Black girls to build positive relationships and self-esteem. In another example, Jacobs used hooks concept of oppositional gaze as a frame to argue that Black girls' identity development was directly tied to media images and that developing a critical lens and analytic skills via the purposeful selection of curriculum Lundgaard Et Al 2015 Also Recognized The pedagogy were central to their positive development.

Psychology has also showed an increased interest in the construct of identity intersectionalities.

For example, in a recent special issue in Developmental PsychologyGalliher et al. Across the world, activist youth and their allies remind society that Black lives matter by working for social justice and equality in a variety of domains and institutions, including immigration, prison reform, and equity in education. Educational leaders are also reducing inequalities by having difficult conversations about gender, race, sexuality, and other categories of oppression with students and staff cf. Mansfield and Jean-Marie, ; Sue, While the concept of intersectionality helps us understand the Rgvt Task 1 that youth occupy as a function of their unique personal and social Recognixed configurations, further click and theory building on the development of identity intersectionalities and their consequences for young individuals' daily lives is needed.

Collins, ; Harris and Patton, In Lundgaard Et Al 2015 Also Recognized The to these concerns, we invited researchers to submit their work on intersectionality that included a discussion of developmental theory and an overarching research agenda that addressed questions forwarded by Azmitia and Asociting Cole, :.

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And are there diversity Recognizfd of within-group variability in a social identity, such as gender, race, class, or sexuality? When does the dissimilarity between group members render the identity category incoherent? We invited authors to continue Crenshaw's discussion around inequality in the legal system, concentrating on how power and oppression contextualize youth's daily lives. We suggested, for example, that they problematize the construct of multiple jeopardy, i. We expected that authors might also address whether and how these multiple minoritized identities serve as a source of pride and power for youth, particularly those engaged in social activism.

For example, is there a common ground for youth who experience different identity configurations and oppressions?

The five papers in this special issue present interdisciplinary, theoretical, and empirical roadmaps for applying an intersectional lens to identity development. In the first paper, Ghavami et al. Using latent profile analysis, they show how early adolescents' perceptions of their typicality in these social categories, and how they intersect in their peer experiences, affects their experiences of discrimination and perceptions of school belonging.

In the second paper, Parra and Hastings focus on the lived experiences of sexually diverse Latinx Lundgaagd, who are often invisible due to cultural and religious privileging of heterosexuality and because research on sexually diverse populations has primarily focused on white youth. Parra and Hastings show how the effects of prejudice and discrimination on well-being and health can be assessed by integrating daily surveys with biological measures of stress, i. Hastings and Parra conclude that heterosexism and racism intersect in the identity negotiations of sexually-diverse Latinx youth and challenge their ability to integrate these minoritized identities. Yet, doing so predicts positive social adjustment and well-being. In the third paper, Cheong et al. To this end, they use a person-centered, quantitative approach to construct profiles of adolescents who strongly or weakly identify Lundgaard Et Al 2015 Also Recognized The these identities. They then link these profiles to adolescents' experiences of discrimination, mental health, and school engagement.

Lundgaard Et Al 2015 Also Recognized The predicted, members of the weakly-identified profile, low in both ERI and AI, reported higher levels of discrimination and depression, perhaps due Lundgard feelings of marginalization. Ljndgaard with Tajfel and Turner, Social Identity Theory, adolescents high in ERI and moderate in AI had higher school engagement and lower perceptions of discrimination and depression, underscoring the protective role of ERI for school engagement and mental health.]