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Theory Paper

Intersectionality: A theoretical approach to in depth analysis of multiple identities

By

Bhagwani Bai

EDPR 7561

University of Memphis
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A. Introduction: Why did you pick this particular theory?

I have chosen Intersectionality for my theory paper because, it serves the purpose of my

research problem which is to explore the differences in the barriers for girls from scheduled caste

and dominant caste girls in access, retention in the schools. Being a woman from a suppressed

caste community I have experience with how my position as a woman intersect with other social

identities. Being a girl, a student, and a working woman, my social identities created challenges

and privilege at different levels. Taking an example of my own school life, I clearly see how my

different identities advantaged or challenged me. For example, being a girl, chances of

fulfillment of my right to education was limited as compared to boys. My geographic location

made it more challenging as there are very few educational opportunities available especially for

women. My caste doubled my problem because my neighborhood had few schools or did not

have school for girls. My teachers were from dominant caste, my school was in the dominant

caste neighborhood, my fellow students were from dominant caste and, my books told stories

about heroes only from different religion and my religion was shown inferior. My identity as a

woman was influenced by these different social factors and I struggled more when compared to

my fellow girls from the dominating caste in my academic journey. When I read about

intersectionality it attracted me in a sense that it can bring useful results where vulnerabilities of

girls/women from excluded suppressed caste are denied or hidden when seen with the lens of

gender or caste. The gender, caste, class lens sees the problem as a single independent factor,

whereas, intersectionality gives an analytical approach that sees gender in connection with other

socioeconomic and political factors.

When I read about the situation of education, especially access to education, some reports
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show that 53% of girls of school-going age around the world are out of school, and the majority

of them are girls from rural and marginalized communities. (UNGI, GPE 2014,UNICEF 2016)

The number of out of school girls are alarming in district Tharparkar, Sindh, Pakistan where,

population according to census 1998 40% of the are Hindu and 60% are Muslims and in Hindu

population 93% are of scheduled caste, considered inferior as per Hindu religious stratification.

(Shah, 2007) These unique demographic characteristics of the district will help me in

understanding and comparing barriers in access and retention for girls from both dominant and

suppressed communities. The intersectional theoretical framework helps me with identifying

barriers of suppressed caste girls that are assumed oppressed due to their multiple social

identities: gender, caste, economic position and geographic location. The findings of the study

can be used for recognition of issues of scheduled caste out of school girls and as an advocacy

tool to bring changes to policy on a practical level and to ensure smooth access and retention for

all girls irrespective of their caste, economic level, and religion. The framework will help me see

barriers in depth that cannot otherwise be captured thoroughly in boarder gender, feminist or

ethnic theories.

B. What is theory as understood in qualitative research?

Although there are different views regarding the use of theories in qualitative research, there

seems to be confusion on where, how and why theories should be applied in research. (Baden &

Major, 2013) There is a difference on the use of theory in quantitative and qualitative research.

Unlike quantitative research theory which is not used to see relationships between variables.

(Camp 2000 as cited in Baden & Major, 2013, p.133) Instead Merriam defines theorizing as the

cognitive process of discovering or manipulating abstract categories and the relationship between
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categories rather than predicts among those categories. (1998, p. 188 as cited on Baden & Major

2013, p. 133) In qualitative research, theories are understood as to explain the relationship

between different categories not estimating them. (Baden & Major 2013)

Use of theory is described as theoretical framework in qualitative research to incorporate

theory into research by Marshal & Rossman (1989/1995: 24 as cited on Baden & Major 2013, p.

134) The theoretical framework guides researchers towards research questions and provides a

lens in which the researcher can see the phenomenon and view the data. (Marshal & Rossman

1998 as cited in Baden & Major 2013, p. 134)

C. Explain how theory rests upon epistemology and with which epistemology your theory is

best aligned.

Epistemology is the branch of philosophy concerned with knowledge and how

knowledge may be known. (Hondreich 1995 as cited in Baden & Major, 2013, p. 58)

Epistemology answers the questions: what is knowledge and how do we gain knowledge

(Crotty, 1998). Once we have an ontological position, the existence and nature of reality, then the

question arises about the nature of the knowing of that reality and about the way of knowing that

reality.

Theoretical perspective is the philosophical stance informing the methodology and thus

providing a context for the process and grounding its logic and criteria Crotty, 1998). Social

Scientists use various theoretical perspectives such as, positivism, post-positivism, symbolic

Interactionism, phenomenology, hermeneutics, critical inquiry, feminism, and postmodernism,

etc.
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These perspectives are assumptions about the nature of social phenomena, and they are

guided by the epistemology of a social researcher. For example, a Positivist or post-positivist

theoretical perspective comes from their positivist epistemological position. In the same manner

a researcher who holds theoretical perspectives of symbolic interactionism, phenomenology or

hermeneutics, it is in fact guided by their epistemological position of constructivism.

Interpretivist epistemology says that social reality or social phenomena is an interactional

accomplishment. Phenomenology holds that there is a social phenomenon which is constructed

through social interaction and the pure meaning of that phenomena can be grasped intuitively,

subjectively or emphatically and logically as well.

Academics often trace intersectionality back to the activism of black feminists and

critical race studies during the 1970s, 1980s and 1990a. (Maj. 2013, Nash, 2008). Keeping in

view its roots in feminist and critical race theory, intersectionalitys epistemological assumption

for gaining the knowledge is that Knowledge is gained by co-construction of critical

consciousness. (Baden & Major, 2013, p. 64) As the application of critical social theory in

research aimed at the elimination of social injustice especially related to gender, ethnicity,

sexual orientation, disability, and other marginalized groups, (MacKenzie & Knipe 2006, as

cited on Baden & Major, 2013, p. 60) it fit in intersectionalitys objective of looking social

identities as contributor of oppression and privileged. Intersectionalitys epistemological positon

in sociology of knowledge framework suggest that knowledge is socially constructed,

transmitted, legitimized, and reproduced. (Collion 2015, p. 3)

D. Give an overview of your theory, including underlying philosophies, key players,

development, how it is used in your discipline, and CRITIQUE.

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Intersectionality has been described as a theory, analytic tool/framework for looking and

understanding how diversified forms of privileged and oppressed social position in society create

vulnerability or advantageousness. This theoretical or analytical approach allows to see how

different social factors intertwine together. It gives a chance to analyze different forms of social

positions in holistic ways and shows how one form of oppression is interdependent on other

social, economic, and political identity factors as well as how these social identities collectively

make oppression or privilege in connection to their social positons in society.

The term intersectionality was first popularized in 1989 by a critical legal and race

scholar Kimberl Williams Crenshaw in a paper where she reviewed legal proceedings to

illustrate how it is the intersection of race and gender that shapes how black men and women

experience the legal system. Patricia Hill Collins broadened the concept in her book Black

Feminist Thought. She added class, sexuality and nationality in this analytic tool to see these

intersecting forces make a clear matrix of domination. (www.education .com) The point of

understanding intersectionality is to understand the variety of privileges and/or forms of

oppression that one may experience simultaneously at any given time due to his/her social

position in the society.

Davis (2000) writes about the lack of clarity and vagueness of intersectionality at both

methodological and theoretical levels that is one of the reason for its popularity. As a concept, its

ambiguity and open-endedness can be seen in feminist theorist debates about its definition, and

application in feminist inquiry. From theoretical and methodological point of view

intersectionality is in need of a denition, a set of clearly demarcated parameters, and a

methodology which would eliminate any confusion among researchers concerning how, where,

and when it should be applied. (78) Although it does not provide methodological guidelines for
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conducting research, it encourages each feminist scholar to engage critically with her own

assumptions in the interests of reexive, critical, and accountable feminist inquiry. Choo and

Ferree (2010) further clarify the methodological and theoretical vagueness by assessing four

studies that show how confused theoretical settings and the lack of methodological guidelines

limits their analysis power. Choo and Ferree (2010) provide an opportunity in understanding how

our comprehension of intersectionality helps us practice analytical methodologies and how

theoretical clarity about intersectional inequalities help in designing methodologically

appropriate and theoretically productive studies. They write that for designing research that

takes advantage of intersectionality most effectively, researchers need to consider what kind of

conceptualization of intersectionality makes sense to them, and try at least to take the most

advantage and avoid the specific pitfalls associated with that approach. (p. 146)

I found this theory useful in my discipline as I am working towards a Masters in Educational

Leadership and Policy Studies, this theory will provide a lens to analyze the deeply rooted

discrimination that affects education. Being a school leader, what needs to be considered to

create a diversified school environment where tolerant school culture and climate are developed

so that every childs achievement can be ensured with equitable and adequate inputs.

E. Locate 2 exemplar articles that use your theory and provide an analysis of how the

researchers used that particular theory in their studies.

According to the Clarke and McCall 2013 and Choo & Ferree. (2010) intersectional frame or

approach is first theoretical and then methodological approach or resource that can be applied to

analyze how multiple social position, by interacting and intersecting create concrete state of

oppression and advantageousness. This provide multiple-axis lens for social explanation in the
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studies of inequality. By giving example of different studies that how those studies could provide

social explanations Choo & Ferree. (2010) state that if researcher or scholar understand

theoretical concept of intersectionality more clearly and s/he can bring more detailed and

interacting facts to the studies, that help reader to incorporate gaps while designing research

project.

For the analysis of articles that used intersectionality as theory, First, I chose Stride

(2013) Let US tell YOU! South Asian, Muslim girls tell tales about physical education which

used Patricia Hill, Collins matrix of domination and Intersectionality. The paper is part of large

study exploring how South Asian, Muslim girls experience, give meaning to, and negotiate

physical activity in their daily lives. (p. 398) It presents girls experiences of school-based PE

and its involvement in out of school physical activities. Study was conducted in Yorkshire,

England school with 11-18 years old girls. 76% of the girls were British Asian Pakistani girls,

majority from most deprived neighborhoods. Data was collected through in- depth observations,

creation of research artifacts within four focus groups and in-depth individual and paired

interviews. Storyteller and story analyst position were applied for data analysis in which data

from all three levels was analyzed in order to develop narratives of each of research participants

that further analyzed in combination to identify recurring themes following the constant

comparison theme. The finding shows that some of the girls experiences were not different from

those of white girls from previous studies but, for other girls, their positioning at the

intersections of gender and ethnicity reflects some qualitatively different kinds of experiences.

(p. 398) Interaction of gender, and ethnicity was acknowledged in the paper.

The second article is Nguyen & Mitchell, (2014) Inclusion in Vietnam:An

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intersectionality perspective on girls with disabilities and education This article explores the

challenges of girls with disabilities in Vietnamese schools. For the purpose authors used

intersectionality as theoretical lens to analyze how disability intersect with gender, race, class

and sexuality in capitalist system. (329) This article was interesting in a sense that it sees the

positioning of an identity (disability) that is not part of theory discourses. As, I am planning to

see intersection of caste with gender and class, it gives me immense understanding that how

artistically authors used intersectional lens in the study to analyze the intersection of social

position that was not part of intersectionality theoretical discourses.

After reading both of the articles I am much clear about the use of intersectional

theoretical framework in my study in order to selecting data collection methods, analysis,

discussion and presentation of the facts.

F. Explain why theory is important to qualitative research and how this theory guides

research questions, methodology, methods, and desired uses of research products.

As intersectionality presents that oppression of women of color is qualitatively (italic in

original text) different so their experiences need distinctive attention not for parallel analysis of

race, class, and gender instead how they interest each other. (Espritiu 2000 as cited on Choo &

Ferree 2010, 132) Collin (2015) citing Choo et, al (2013) writes that the essence of

intersectionality is not in its wording, instead it can be seen as analytic sensibility

understanding and thinking in intersectional ways to analyze variances and uniformity in relation

to power. It is important that how one selects theories and research methods that align with

his/her own philosophical stance is important than just highlighting intersectionality as a

theoretical framework. (Collin 2015) I see my studys focus will be on identity formation area of
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intersectionality where I will see how social identity (caste) create oppression or privilege to

certain groups in Tharparkar district. This analytic approach will help in formulating research

questions and methodology in integrated ways that not only focus on obstacles for girls due to

their gender roles, but how their gender identity when combine with caste and class (economic

level) doubled the barriers. I will collect case studies of related primary and secondary

stakeholders of girls education and believe that the finding will help actors working for

education in observing, analyzing, and understanding the effects of social identities on education,

especially scheduled caste girls education.

Reference

Choo, H. Y. and Myra M. F. (2010). Practicing intersectionality in sociological research: A

critical analysis of inclusions, interactions, and institutions in the study of inequalities.

Sociological Theory, 28:2:129-149.

Clarke. A. V. and McCall. L. (2013). Intersectionality and social explanation in social science

research. Du Bois Review. 10: 2: pp. 349-363

Collin, P. H. (2015). Intersectionality undone: Saving intersectionality from feminist

intersectionality studies. Du Bois Review 10: 2: pp. 405-424

Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research

process. London, Thousand Oaks, New Dehli: Sage.

Davis. K. (2008). Intersectionality as buzzword: A sociology of science perspective on what

makes a feminist theory successful. Feminist Theory 9: pp. 6785

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Maj, J. (2013). The significance of intersectionality for feminist political theory. E-International

Relations Studies. Retrieved from: http://www.e-ir.info/2013/11/01/the-significance-of-

intersectionality-for-feminist-political-theory/

Nash, J. C. (2008). Re-thinking intersectionality. Feminist review, 89:1, 1-15.

Nguyen, X. T., & Mitchell, C. (2014). Inclusion in Vietnam: An intersectionality perspective on

girls with disabilities and education. Childhood, 21:3, 324-338.

DOI:10.1177/0907568214524459

Savin-Baden, M. & Howel Major, C. (2013). Qualitative research: The essential guide to theory

and practice. New York, NY: Routledge.

Shah, Z. (2007). Long behind schedule. A study on the plight of scheduled caste Hindus in

Pakistan. Indian Institute of Dalit Studies (IIDS) & International Dalit Solidarity

Network (IDSN)(submitted).

Stride, A. (2013). Let US tell YOU! South Asian, Muslim girls tell tales about physical
education. Physical Education & Sport Pedagogy: 2014:19. 4, p. 398-20.

UNICEF (2016). The state of worlds children 2016. Retrieved from:

https://www.unicef.org/sowc2016/

UNGI & GPE. (2014). Accelerating secondary education for girls: Focusing on access and

retention. Retrieved from: http://www.globalpartnership.org/

www.education.com, (2017)