Running head: INTERSECTIONALITY: A THEORITICAL APPORACH 1

Intersectionality: A Theoretical Approach

Bhagwani Bai

University of Memphis
INTERSECTIONALITY: A THEORITICAL APPROACH 2

Intersectionality: A Theoretical Approach

Introduction:

Choosing intersectionality for theory paper has reason as, 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
INTERSECTIONALITY: A THEORITICAL APPROACH 3

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.

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) Usage of theory is different in both quantitative and qualitative research.

For example, in quantitative research theory 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

categories rather than predicts among those categories. (1998, p. 188 as cited on Baden & Major
INTERSECTIONALITY: A THEORITICAL APPROACH 4

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)

Epistemological Alignment

Epistemology is a branch of philosophy concerned with knowledge and how knowledge

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

providing answers about knowledge and the ways and level of elaboration, it tells about the

relationship of researcher and researched phenomenon in clear and understandable manner.

The first and the most important decision that researchers make is how they view the

reality and knowledge and their belief about obtaining that knowledge. Ontological and

epistemological position has major role in choosing the theory that guide the study. Theoretical

and philosophical choice support researchers world views about a particular phenomenon and

research process. (p.38) Baden and Major, (2013) discussed about six research paradigm,

philosophies or theories such as critical social theory, pragmatism, phenomenology, post-

modernism, and post post-structuralism, constructionism and constructivism (p. 38) that

qualitative researcher applies in accordance with their views of gaining knowledge. So the

researchers epistemological position about a phenomenon guide him about his philosophical or

theoretical choice for examining and exploring about particular phenomenon.

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There are variety of theoretical and philosophical perspectives guide researcher about the

research work in order to make choice of different ways to investigate a specific phenomenon

and ultimately influence on research design and research outcomes. (Banden & Major, 2013, pp.

18, 36) Intersectionality is one of the theoretical and analytical framework that can be traced

back to the activism of black feminists and critical race studies during the 70s, 80s and 90s. (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 match with

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)

Overview of Theory, and Critique

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 and power in the society.
INTERSECTIONALITY: A THEORITICAL APPROACH 6

The foundation of intersectionality as theory was first initiated by Kimberele, W.

Crenshaw in 1989 when she highlighted that the voice of black women is not heard in both

feminist and anti-racial discourse. She argued for regarding the interaction of both gender and

race that create different dynamics for black women that are not concentrated in both discourses.

Since its inception, position of intersectionality is widely acknowledged not only in women

studies (McCall 2005, as cited in Nash, 2008) but feminist scholar from verity of disciplines

recognized its need. (Davis, 2008). Later, Patricia Hill Collins expanded intersectionality theory

by adding class, sexuality and nationality to see how intersection of different identities make

matrix of domination. (Nash, 2008) Intersectionality give lens that one can see and understand

how different form of identities create privilege and oppression due to the social position in the

society.

Davis (2008) 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 there is a need

for clear definition, parameters and methodology that eliminate confusion in its application.

(Davis, 2008). Although it does not provide methodological guidelines for conducting research,

it inspires for critical engagement of feminist scholar to the assumptions of intersectionality in

the interests of reexive, critical, and accountable feminist inquiry. Choo & 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 & Ferree (2010) provide an opportunity for understanding how our comprehension

of intersectionality helps us practice analytical methodologies and how theoretical clarity about
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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 due the different social identities that affects girls education. I am hoping

that my research findings based on the application of this framework will help in getting

recognized caste issues in education and its impact on girls 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.

Analysis of Two Example Articles used Intersectionality as Theory

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 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
INTERSECTIONALITY: A THEORITICAL APPROACH 8

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 article is part of large

study that aims at exploring the participation and significance of physical activities in the lives of

South Asian Muslim girls (Stride, 2013) It presents about the experiences of girls participation

in school-based physical education 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, making research artifacts of four different groups of girls and in-

depth separate and joint interviews. Storyteller and story analyst position was 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 much different from the experiences of white girls highlighted by previous studies. On

the contrary, other girls shared qualitatively different experience due the intersection of gender,

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

seen the narrative of girls and how it effects the positions of girls.

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

intersectionality perspective on girls with disabilities and education (p. 1). This article explores

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

intersectionality as theoretical lens to analyze how the positon of girls due to disability intersect

with gender, race, class and sexuality in capitalist system. (329) This article was interesting in a
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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.

Importance of Theory in Qualitative Research and How Intersectionality guides research

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

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 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
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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.

References

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

DOI:10.1177/1464700108086364

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.

INTERSECTIONALITY: A THEORITICAL APPROACH 11

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/