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For lesbian, gay, bisexual, transgender, and queer (LGBTQ) people, community and cultural values have served as protective factors during large scale events such as the HIV/AIDS epidemic and the 2016 Orlando Pulse Nightclub massacre. Little is known about how LGBTQ people are drawing on such values during the current coronavirus disease 2019 (COVID-19) epidemic. The current study sought to explore this gap in the literature. Using thematic analysis, a sample of 130 LGBTQ participants shared how community and cultural values informed their experiences and reactions to the COVID-19 pandemic, including: (a) activism;(b) authenticity, pride, and visibility;(c) collective intergenerational resilience;(d) centering mental health;and (e) intersectionality and centering those most marginalized. Discussion focuses on implications for practice and activism for LGBTQ people such as addressing ways in which sense of community increases psychological well-being among LGBTQ people and partnering with community agencies to provide comprehensive services to LGBTQ people who are most marginalized. (PsycInfo Database Record (c) 2021 APA, all rights reserved) Impact Statement Community and cultural values have served as a protective factors during large scale events for lesbian, gay, bisexual, transgender, and queer (LGBTQ) people. LGBTQ participants in this study shared how community and cultural values have informed their experiences and reactions to the coronavirus disease 2019 (COVID-19) pandemic including engaging in activism, being authentic, visible, and displaying pride, relying on collective intergenerational resilience, centering their mental health and that of others, and tending to intersectionality and centering the voices of those most marginalized. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

OBJECTIVE Bilingual experiences are diverse, vibrant, and multidimensional. Yet, prior research has often homogenized bilingualism and based outcomes upon monolingual norms. Framing monolinguals as the norm distorts the reality of bilingual experiences. To promote a more diverse and inclusive study of bilingualism, we propose a theoretical and methodological paradigm shift. Bilinguals exist in different networks, cultural contexts, and individual and societal settings, all of which may lead to differential cognitive and linguistic outcomes that will be lost if left unexamined. Bilingual interactional contexts occur within extensive environmental and ecological systems, and may lead to different outcomes based on experiences within these systems. We seek to recognize these interactional contexts and how, as researchers, we can strive to better understand the complexities of bilingual populations. METHOD We propose incorporating more diverse theoretical frameworks-including raciolinguistics, an intersectional resiliency perspective, and an ecological approach-so that researchers can begin to think about how bilingual experiences are shaped before study participants enter the lab. Included also are methodological considerations that will improve our understanding of bilinguals' intersectional experiences. We offer suggestions for becoming more diverse and inclusive in our research. CONCLUSION We encourage scientists to take a more holistic and nuanced approach to understanding how individual and contextual factors affect our study populations. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The aim of this narrative review was to examine intersectionality within critical autism studies. A growing body of evidence has demonstrated the importance of intersectional frameworks in highligh...

OBJECTIVE The U.S. declared the opioid epidemic as a national public health emergency in 2017. Given the strong and bidirectional relationship between trauma and substance misuse, policy responses to this crisis that reflect principles of trauma-informed care are especially salient. This study is the first to use trauma-informed policy analysis to systematically assess the U.S. Congressional response to the opioid epidemic. METHOD We used policy mapping methods to build and analyze a dataset of all opioid-related bills and resolutions proposed in Congress between 2009 and 2017 (N = 188). Following an established trauma-informed policy analysis framework, 2 researchers reviewed these policies and coded their incorporation of trauma-specific language and the principles of safety; choice; trust and transparency; collaboration and peer support; empowerment; and intersectionality. We calculated coding frequencies in these categories and rates of intercoder agreement. RESULTS A minority of policies (10.6%) directly mentioned trauma and 55% of policies incorporated at least 1 trauma-informed principle. Safety was the most commonly coded principle (38.3%), while intersectionality was the least (6.9%). CONCLUSIONS Our analysis found limited attention to trauma in opioid-related federal legislation. Based on these findings and following the example of coalitions such as the Campaign for Trauma-Informed Policy and Practice, advocates can mobilize for better inclusion of trauma-informed principles in opioid policy. Further, this study demonstrates the feasibility of applying the trauma-informed policy analysis framework to code Congressional policies using publicly available data, a replicable methodology with potential application at federal and state levels. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Recent dirty work research has begun to explore intersectionality, attending to how meaning is made at the intersection of multiple sources of taint. This research has shown that individuals often construct both positive and negative meanings, which can be challenging to manage because the meanings people construct require a certain coherence to provide a foundation for action. This challenge is intensified when dirty work is intractable—when it is difficult, if not impossible, for a person to avoid doing this work. Our study of meaning making in the face of intractable dirty work examines ragpickers in Mumbai, India, who handle and dispose of garbage, and are further tainted by belonging to the lowest caste in Indian society, and living in slums. These ragpickers constructed both an overarching sense of helplessness rooted in the intractability of their situation, and a set of positive meanings—survival, destiny, and hope—rooted in specific facets of their lives and enacted through distinct temporal frames. By holding and combining these disparate meanings, they achieved “functional ambivalence”—the simultaneous experience of opposing orientations toward their work and lives that facilitated both acceptance and a sense of agency, and enabled them to carry on in their lives.

In the world we live in today, the presence and claims of crisis abound – from climate change, financial and political crisis to depression, livelihoods and personal security crisis. There is a challenge to studying crisis due to the ways in which crisis as a notion, condition and experience refers to and operates at various societal levels. Further, different kinds of crisis can overlap and intersect with each other, and act as precursors or consequences of other crises, in what can be thought of as inter-crisis relations or chains of crises. This article makes an enquiry into how to develop more adequate analytical tools for understanding crisis as a multidimensional phenomenon. We ask how crisis can be conceptualised and what the analytical potentials of a distinct crisis perspective might be? In this article we suggest a multi- and interdisciplinary approach to bridge between traditionally separated realms. Our ambition is to present a case for the development of Interdisciplinary Crisis Studies as a field of scholarly enquiry, which allows for new perspectives on data collection and analysis. Using the cases of, first, crisis and security and, second, crisis and climate, conflict and migration, we illustrate how studying and intervening in crises requires non-linear approaches which connect across disciplines to develop more comprehensive, interdisciplinary understandings of societal problems and better solutions. In concluding the paper, we assert that key features of Interdisciplinary Crisis Studies must include (1) temporality, spatiality and scale; (2) multi-layeredness, processuality and contradictions; and (3) gender, intersectionality and social inequalities.

Black communities have been affected disproportionately by the negative conditions associated with COVID-19, such as higher levels of morbidity and mortality, unemployment, underemployment, food insecurity, homelessness, grief and loss, and the pandemics of intersectionality. This adversity is often associated with greater vulnerabilities in the areas of psychological functioning and wellness. Black communities have historically had negative experiences with the medical establishment. Despite recent increases, Black Americans still tend to underutilize mental health services due to many barriers, such as stigma, attitudes of mistrust, geographical inaccessibility, lack of affordable options, the availability of culturally humble mental health providers, myths of Black invincibility, and challenges navigating complex systems of care. Due to the physical and psychological impacts of the polypandemic, Black populations are in even greater need of mental health care. Additionally, there is increased risk to the mental health of Black children in relation to trauma and the suicide crisis. This article will focus on our responsibility as a clinical community to reduce and eliminate the obstacles to service utilization among Black populations using the following strategies: understanding historic cultural mistrust;enhancing the pipeline of Black psychologists;integrating cultural adaptations into therapy;acknowledgment of the suicidal crisis and impact of adverse childhood experiences among Black children and youth;affirming the importance of religious/spiritual worldview and practices;and prioritizing self-care for psychologists. (PsycInfo Database Record (c) 2021 APA, all rights reserved) Impact Statement The present study identifies multiple strategies psychologists can employ to increase mental health utilization among Black populations, particularly during COVID-19, including understanding historical cultural mistrust, enhancing the pipeline of Black clinicians, and integrating cultural adaptations into therapy. The importance of prioritizing self-care is demonstrated through findings in the literature as well as data from a predominantly Black independent practice in order to maximize client engagement. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

This article examines how state prekindergarten (PreK) leaders in the United States believe their gender, race, and the status of the field influenced their work experiences. Qualitative methods were used to collect data from 10 state PreK leaders through two semistructured interviews. Leaders worked in different states and the majority identified as female (80%) and White/non-Hispanic (60%). Analysis of the data revealed the status of PreK and the ECE field as “less than” in comparison with the kindergarten through twelfth grade (K–12) education system affected the work of all participating PreK leaders. White female leaders experienced a double bind due to their gender and the status of the field, leading them to conform to gender and social role stereotypes to avoid backlash. BIPOC PreK leaders experienced various instances of gendered racism and for one female BIPOC leader this resulted in a triple bind, as the intersections of the field’s status and her race and gender presented additional challenges. While leaders tried to navigate these different binds successfully, there were unintentional consequences: Male leaders enjoyed privilege that further marginalized female PreK leaders; White female leaders’ decisions to conform with stereotypes reinforced the status of ECE; and a BIPOC female leader replicated challenges for BIPOC individuals in an effort to protect herself. For the ECE field to advance its equity goals and increase its professional standing, state ECE leaders need specific training to address their implicit biases, strengthen their own professional ECE identities, and advocate for a unified ECE profession across auspices.

The aim of this study is to investigate Dutch citizens’ care attitudes by looking at care-giving norms and citizens’ welfare state orientation and to explore to what extent these attitudes can be explained by combinations of diversity characteristics. We combined two datasets (2016 and 2018, N = 5,293) containing citizens’ opinions regarding society and conducted multivariate linear and ordered probit regression analyses. An intersectional perspective was adopted to explore the influence of combinations of diversity characteristics. Results show that citizens’ care-giving norms are relatively strong, meaning they believe persons in need of care should receive help from their families or social networks. However, citizens consider the government responsible for care as well. Men, younger people, people in good health and people of non-Western origin have stronger care-giving norms than others, and younger people assign relatively more responsibility to the family than the government. Level of education and religiosity are also associated with care attitudes. Primary diversity dimensions are more related to care attitudes than secondary, circumstantial dimensions. Some of the secondary dimensions interact with primary dimensions. These insights offer policy makers, social workers and (allied) health professionals the opportunity to align with citizens’ care attitudes, as results show that people vary to a large extent in their care-giving norms and welfare state orientation.

Profound inequities in maternal and infant outcomes based on race exist, and the maternal-fetal medicine community has an important role in eliminating these disparities. Accurately employing race and ethnicity as social constructs within research that guides clinical practice is essential to achieving health equity. We must abandon commonly propagated myths that race is a surrogate for genetics or economic status and that data are exempt from potential bias. These myths can lead to harmful misconceptions that exacerbate racial disparities in maternal and infant health outcomes. Further, these myths obscure racism as the true underlying etiology of racial disparities. Understanding that race is a social construct and utilizing an anti-racist approach to research are essential in combatting racism and eliminating unacceptable disparities in maternal and infant health. This document provides specific suggestions to approach the research process with an anti-racist framework.

Racism and childhood obesity are both pervasive factors adversely affecting the health and wellbeing of children and adolescents in the United States. The association between racism and obesity has been touched upon in the literature; yet most work has focused on a few dimensions of intersectionality of these two domains at one time. The renewed focus on structural racism as the primary contributor to distress of Black individuals in the United States has highlighted the urgency of identifying the contributions of racism to the childhood obesity epidemic. The current article is not a complete review of the literature, rather, it is meant to take a broad narrative review of the myriad ways in which racism contributes to the obesity epidemic in Black youth to serve as a call to action for more research, prevention, and intervention. The current article illustrates how a number of mechanisms for the etiology and maintenance of obesity are heavily influenced by racism and how addressing racism is critical for ameliorating the childhood obesity epidemic.

The current study sought to qualitatively examine the role of social class in the development of atheist identity, the experience of atheism-related minority stress, and relationships between atheists. Using a critical phenomenological design, we captured the experiences of 15 working-class and the low-income U.S. American atheists and identified five themes: Early Doubts and Establishment of Atheist Values; Diverse Experiences of Antiatheist and Class-Based Stigma; Expecting Indifference, Exercising Caution; Strategies of Concealment and Disclosure; and Atheism as an Individual, Rather Than Collective, Experience. Results suggested working-class and low-income atheists engaged in strategic outness to manage risk and their atheist identities developed similarly to studies including primarily class-privileged atheists. However, working-class and low-income atheists diverged from extant atheism scholarship in their relatively low atheist identity centrality and limited engagement with and perceived connection to other atheists. We conclude with implications for our findings and directions for future research. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Much research exists demonstrating that experiences of racism are detrimental to the mental health of African Americans; however, Lewis and Van Dyke (2018) argued that examining the effects of racism alone neglects the intragroup diversity (and thus intersectional oppression) of African Americans. Thus, and given the economic oppression experienced by African Americans, the present study sought to examine the compounded effects or racism and classism on African Americans' mental health. African American participants (N = 113) were recruited from an online crowdsourcing platform. A multivariate multiple regression was performed to examine the effects of racism, classism, and the interaction of racism and classism on depression, stress, and well-being. After controlling for gender, age, and employment status, classism, but not racism, was significantly related to stress, well-being, and depression. The interaction effect of racism and classism was also significantly related to stress and well-being, with participants endorsing more of both racism and classism reporting better mental health outcomes, consistent with the resilience (rather than the greater risk) perspective. Findings suggested that experiences of classism are detrimental to the mental health and well-being of African Americans, but that greater experiences of both racism and classism were actually related to better, not poorer, mental health and well-being. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Objective Plaut's breakthrough 2010 publication on diversity science-the study of meaningful human differences-set in motion a generative field of theory and research. Yet, to move diversity science forward, innovative methods that explicitly center the experiences of Black, Indigenous, and People of Color (BIPOC) who encounter multiple forms of marginalization must be adopted. One such approach is intersectional mixed methods research-a methodological approach that uses intersectionality theory to guide the use of both quantitative and qualitative methods within a single study. Conclusions We argue that intersectional mixed methods research includes four tenets: (1) research questions prioritize multiply marginalized BIPOC individuals, (2) the multiple realities of BIPOC individuals are honored and embraced, (3) identity-related variables (e.g., self-reported discrimination) are studied alongside systems-level variables (e.g., structural racism), and (4) scholars engage in critical reflexivity. We also propose that intersectional mixed methods research can advance scholarship on multiply marginalized BIPOC individuals by fulfilling one of five purposes: Triangulation, complementarity, expansion, development, and initiation. We close with a discussion of tensions and recommendations. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Purpose This study aims to analyze the exemplary historic case of Ms Viola Turner – an African-American insurance executive in the early 1900s to gain insights into how individuals negotiate the tension between intersecting identities and moral foundational values over time. Design/methodology/approach This study uses a mixed research design and a genealogical-pragmatic approach to analyze this exemplary case. This study uses computer-aided textual analysis software to analyze interviews conducted with Ms Turner, generating quantitative insights. This study qualitatively codes the interviews to aid in establishing the behavioral patterns across Ms Turner’s lifespan. Findings This study found that Ms Turner altered her underlying configurations of moral foundations to better align with her intersecting identities. This study also revealed cross-level interactions of intersecting identities, life stages and social contexts. Individuals manage and cope with power imbalances through these identity-value alignments. Originality/value The findings shed light on how intersectional history contributes to understanding the ways in which individuals deal with power relationships embedded in intersecting identities over time.

The present study examined the impact of COVID-19-related racial discrimination on Chinese American adolescents (N = 213; Mage = 13.95 years, SD = 2.35; 49% girls) at the intersection of race and gender. We explored (1) subgroups of adolescents based on ethnic identity, bicultural identity integration, and behavioral acculturation; (2) their demographic correlates; and (3) whether the association between racial discrimination and anxiety varied across subgroups and gender. Latent profile analysis identified three profiles: bicultural, marginalized, and separated. Bicultural and marginalized adolescents were vulnerable to direct and vicarious racial discrimination, respectively. Moreover, bicultural and marginalized boys and separated girls were more negatively affected by COVID-19-related racial discrimination. The findings highlight the utility of person-centered and intersectional approaches in understanding Chinese American adolescents' experiences of racial discrimination.

“Categorical thinking” in social science research has been widely criticised by feminist scholars for conceptualising social categories as natural, de-contextualised, and internally homogeneous. This paper develops and applies a mixed-methods approach to the study of healthinequalities, using social categories meaningfully in order to challenge categorical thinking. The approach is demonstrated through a case study of socio-economic (SES) inequalities in maternal healthcare access in Zambia. This paper's approach responds to the research agenda set by intersectional social epidemiologists by considering potential heterogeneity within categories, but also by exploring the context-specific meaning of categories, examining explanations at multiple levels, and interpreting results according to mutually constitutive social processes. The study finds that meso-level institutions, “health service environments”, explain a large share of SES inequalities in maternal healthcare access. Women's work, marital status, and levels of “autonomy” have heterogeneous implications for healthcare access across SES categories. Disadvantaged categories and their reproductive behaviours are stigmatised as 'backwards', in contrast to advantaged categories and their behaviours, which are associated with 'modernity’ and 'development’. Challenging categorical thinking has important implications for social justice and health, by rejecting framings of a specific category as problematic or non-compliant, highlighting the possibility of change, and emphasising the political and structural nature of progress.

Public space is an essential social infrastructure for the continuous negotiation of city life and democracy because it offers (ideally) an interactive platform for people from diverse social and cultural backgrounds and the forms of public life they cherish. This contribution inquires how public space’s design and materiality play a fundamental role in popular struggles for social justice. By focusing on the differentiated access of women to public space, the role of gender in its design, and appropriation through a feminist intersectionality lens, this article aims to understand better the complex interplay between urban space and its non‐human material agency vis‐à‐vis citizen mobilizations, movements, and socially engaged art interventions. Drawing from extensive participant observation and spatial analysis, the exemplary public space of Shahbag Chattwar (a public square/plaza) will shed light on the “gendered spatiality” of pivotal popular mobilizations and reclamations from the historical momentum of the 1952 language movement, over the 2013 contemporary Shahbag protests, and to the 2020 anti‐metro rail protests at the Dhaka University campus. Analyzing urban space as a “palimpsest,” this research reflects on both historic and ongoing scenarios of popular protests as they repeatedly occupy public space and leave spatial traces through spatial design and art. In sum, the article seeks to gain insight into public space as a principal site of contestation and negotiation of juxtaposed layers of gendered dynamics, civil rights, secularism, and fundamentalism.

This study adopts a critical discourse analysis (CDA) approach to problematize the representation of victims in the online educational messaging on sex trafficking promoted in the US “end-demand” movement. The websites of 20 US anti-trafficking groups are analyzed. While these website-based messages are positioned to educate the public about sex trafficking, they are predominately framed toward problematizing sex work and essentializing women with racialized and marginalized identities in sex work, with no discursive recognition of intersectional structural inequalities (e.g., racism, sexism, poverty, homo/transphobia) that lead to trafficking. These ideologically charged messages, when presented as “facts,” further the anti-sex work sentiment among the public, powerfully (re)produce and sustain the public (mis)perception equating “anti-sex trafficking” with “anti-sex work,” and legitimize the carceral feminist anti-trafficking practice that primarily criminalizes, censors, and oppresses the agency, behaviors, and needs of structurally marginalized communities. This paper calls attention to how injustice may be (re)produced in the way trafficking is represented and how representational injustice may translate into material consequences, further subjecting already marginalized groups to criminalization and surveillance. Through incorporating representational justice into our conceptualization of racial and social justice, we may (re)build an anti-trafficking framework that is structurally competent, rights-inclusive, and centered on humanization.

While Bitran and Tan (2013. Diaspora Nation: An Inquiry into the Economic Potential of Diaspora Networks in Canada. Toronto: Mowat Centre, University of Toronto, 8) believe that Canada (Turtle Island) is a ‘diaspora nation’, it is also evident that Canada as a settler colonial state has deeply rooted systemic and blatant forms of racism that have historically victimized and otherized diasporic communities of colour for the purpose of maintaining and perpetuating White hegemony. Even though cultural diversity and diasporic identities are often hailed to have underpinned Canadian ‘multiculturalism’, the aforementioned contradiction unravels the discourse or intent of multiculturalism in Canada – a country not fostering inclusivity, equality and justice for all the marginalized populations – but quite strikingly the opposite – the politics of Whiteness undergirded by the legacy of settler colonialism, historically. The identity of Canada as a country embracing ‘multiculturalism’ has a deeply rooted history of settler colonialism and its devastating consequences on Indigenous peoples living in this land for thousands of years before the arrival of White European settlers. And, of course, a plethora of studies have been done concerning those issues of racism, multiculturalism, settle colonialism and so forth in Canada. Similarly, a number of studies do exist that explore numerous diasporic identities based on their countries of origin. However, in this essay, I explore intersectional nature of three broad diasporic identities – Indigenous, Black and immigrant peoples of colour in Canada – who have common and intersecting experiences of forced/voluntary dispersal, homelessness, cultural alienation, marginalization, and so forth. Based on the intersecting experiences, the diasporas in Canada can ramp up an effective alliance to fight the injustices caused by White people through various institutions and state apparatuses. In order to critically examine the intersectionality of the three overarching diasporas and their issues, the essay uses Critical Race Theoretical (CRT) approach of intersectionality, postcolonial as well as Indigenous perspective to better understand how the diasporas are nuanced and interrelated despite their unique issues and existential characteristics. Similarly, viewing the diasporic intersection in Canada from critical race theoretical notion of intersectionality together with Indigenous perspective offers an understanding on how different diasporas in Canada and elsewhere share similar historical experiences and, at the same time, forge solidarity for their common good. On the one hand, the diasporic convergence with Indigenous peoples in it (re)fashions the Native space as an equitable space grounded on traditional Indigenous metaphor of common pot – inclusivity, renewal, mutual respect and responsibility, and on the other, it also highlights the necessity of critically (re)examining diasporas in Turtle Island by considering Indigeneity as an integral part of the discourse – study of diasporas not in isolation with Indigenous peoples, but as intersectional identities, so to speak.

The paper offers an analysis of the case law of the European Court of Human Rights at the intersection of women’s rights and religious freedom. It maps different configurations of gender and religious interests across the corpus of case law, and analyses the Court’s intersectionality practice.

The COVID-19 global pandemic highlights pre-existing inequities as well as the challenge of ensuring the protection of children’s human rights in countries like Canada that have ratified the United Nations Convention on the Rights of the Child. SARS-CoV-2, referred to as the 2019 novel Coronavirus disease or COVID-19, presents a significant threat to public health. Although children are considered to be low risk of contracting, spreading, and serious complications of the disease, are considerably impacted by COVID-19 government-sanctioned distancing measures. COVID-19 is a persistent public health threat, thus, the long-term consequences are largely unknown. This qualitative research study, a content analysis of online Canadian media reports of COVID-19 and children, engaged transdisciplinary social justice methodology, social constructions of childhood at the intersection of race, socio-economic status, gender, and disability. The findings suggest COVID-19 reinforces the impact of social exclusion and economic disparity on equity-seeking young people and families in Canada.

What creative approaches might be harnessed to encourage social critique and action in pre-service Geography teacher education? By reflecting on an assignment in Casey’s Introduction to Teaching Geography class where pre-service teachers (including Allen) visually mapped a worker’s labour for a day on unceded and unsurrendered Wolastoqiyik territory (Fredericton, New Brunswick), we ask: What can we learn about work, labour, space, capitalism, and intersectionality by visually mapping a worker’s day and analyzing their labour? We argue that by confronting the apolitical teaching of Geography education through the example of the Mapping Labour assignment, we might attempt to disrupt the ways that European Canadian settler geographies permeate the existing curriculum and work to disrupt neoliberal assumptions about schooling, creativity, and work., Quelles approches créatives pourraient encourager la critique sociale et l’action dans la formation des enseignants de géographie? En réfléchissant à un devoir du cours d’introduction à l’enseignement de la géographie de Casey, les enseignants en formation ont visuellement représenté le travail d’un ouvrier pendant une journée sur le territoire Wolastoqiyik non cédé et non abdiqué (Fredericton, Nouveau-Brunswick). Que pouvons-nous découvrir sur l’ouvrage, le travail, l’espace, le capitalisme et l’intersectionnalité en traçant la journée d’un travailleur et en analysant son travail? À travers la mission Mapping Labor, nous pourrions tenter de déstabiliser la façon dont les géographies des colons européens canadiens imprègnent le programme d’études existant et à perturber les hypothèses néolibérales sur l’école, la créativité et le travail.

Urban housing inequality is a major academic and policy concern in Pakistan, but empirical investigations and, in turn, evidence-based policy interventions are limited. This study examines the nature of housing inequalities and their determinants focusing on ethnolinguistic groups using a nationally representative household survey, where housing inequality is measured using two indicators: housing space usage (room per capita) and access to utilities (an index based on access to piped water, sewerage, cooking gas, and electricity). Results show that housing inequality by ethnicity is very high, and ethnic belonging, along with socioeconomic factors, significantly influences space consumption and access to utilities. Intersectionality between ethnicity, income, and education plays a crucial role in housing inequality. Balochi, Sindhi, and Siraiki communities have a lower potential for achieving adequate housing than other communities. To reduce housing inequalities, identified disadvantaged communities along with the economic poor should be targeted through housing policies and programmes.

The heightened visibility of racial discrimination coupled with the repression of young people’s civil and political rights during the COVID-19 pandemic is surfacing the need for human rights education (HRE) to address anti-racism more intentionally. HRE practitioners reflect on language, the limitations of celebrating diversity, and the need for critical consciousness and deliberative spaces in youth engagement programming to address lived injustices across communities. As children’s rights researchers and practitioners, we consider the interdependence of the rights to participation and non-discrimination and the need to recalibrate youth programs to consider age alongside race and other aspects of identity. The shift to a critical and decolonial approach to HRE includes embracing intersectionality and reflexivity, actively bringing BIPOC youth to the centre of defining and cultivating racial justice engagement to catalyze systemic-level change. We identify reflection questions for institutions, programs, and practitioners to support this journey.

The COVID-19 pandemic has opened up futures for debate in an unprecedented manner and on an unforeseen scale. This article explores how ideas of immunity structured debates about pandemic management strategies as a means of securing a post-pandemic future during the first wave of the pandemic in 2020. Building on queer theorization of temporality, the article asks how ideas of COVID-19 immunity derive their affective appeal and cultural legitimacy, and what is at stake in the imagined futures that unfold from such visions of post-pandemic immunity. The analysis focuses on two affective figures that circulated widely in public discourse in March–May 2020: the figure of the soon-immune nation and the figure of the immune individual. I unsettle these figures by contextual- izing them through the histories of immunity politics around race, gender and sexuality. The analysis shows that the two figures have long affective histories entangled with nationalism, racism and discrimination. The article argues that these histories shape and curtail the kinds of post-pandemic futures that may be enacted and imagined through popular ideas of immunity.

Analyses of the diversity of women entrepreneurs and their enterprises, using novel approaches and theoretical viewpoints, is lacking in contemporary scholarship. Accordingly, this article reviews and critiques five articles that constitute this Special Issue (SI) focused on exploring the diversity of women’s entrepreneurship. The authors acknowledge that entrepreneurship is a rich and multi-coloured tapestry, hence, these SI articles highlight the complexities of women entrepreneurs and celebrate their diversity through signposting towards research conceptualisations that reflect the actual rather than the assumed status quo. The article contributes to extant scholarship by platforming the heterogeneity of women’s entrepreneurial endeavours, supporting the view that in terms of supporting women’s entrepreneurship, ‘one size (still) does not fit all’. We also propose a framework to help future scholars strengthen the quality and relevance of their research on women entrepreneurs along four key dimensions: influence of context; theoretical development; multiplicity of dimensions; and heterogeneity.

Children are the poorest age group in our country, with 1 in 6, or 12 million, living in poverty. This sobering statistic became even more appalling in spring 2020 when COVID-19 magnified existing inequities. These inequities are particularly important to pediatricians, because poverty, along with racism and other interrelated social factors, significantly impact overall child health and well-being. It is imperative that pediatric educators redouble their efforts to train learners to recognize and address health inequities related to poverty and all of its counterparts. In this paper, we describe the current state of poverty-related training in pediatric undergraduate, graduate, and continuing medical education as well as opportunities for growth. We highlight gaps in the current curricula, particularly around the intersectionality between poverty and racism, as well as the need for robust evaluation. Using a logic model framework, we outline content, learning strategies, and outcomes for poverty-related education. We include opportunities for the deployment of best practice learning strategies and the incorporation of newer technologies to deliver the content. We assert that collaboration with community partners is critical to shape the depth and breadth of education. Finally, we emphasize the paramount need for high-quality faculty development and accessible career paths to create the cadre of role models and mentors necessary to lead this work. We conclude with a call for collaboration between institutions, accrediting bodies, and policymakers to promote meaningful, outcome-oriented, poverty-related education, and training throughout the medical education continuum.

Little research has explored how transgender people are impacted by the behaviors, statements, and policies of the Trump administration. To date no scholarship has explored the experiences of immigrant Latinx transgender people during the current political climate. Using a critical intersectional qualitative framework, the present study aimed to investigate how immigrant Latinx transgender people are impacted by Trump's administration. A community sample of 15 immigrant Latinx transgender people from a large metropolitan city in Florida participated in semistructured interviews to explore their experiences since the election of Donald Trump. Thematic analysis revealed seven themes related to experiences of oppression, including: (a) perceived increase in societal discrimination and violence, (b) perception of law enforcement surveillance, discrimination, and violence, (c) mental health toll, (d) decreased access to resources and opportunities, (e) perception of Trump's uninformed, hostile, and aggressive behavior, (f) rollback of discrimination protection, and (g) passing and conforming to norms. In addition, five themes emerged about participants' sources of coping and strength in response to the current political climate, including: (a) pride and resilience, (b) hope for a better future, (c) religion and spirituality, (d) family and community support, and (d) short-term avoidance as a form of resistance. Psychological practices and advocacy efforts such as using evidence-based practices to effectively work with immigrant Latinx transgender people are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

This article advances knowledge on the diversity and heterogeneity of women-led small and medium-sized enterprises (SMEs) in the United Kingdom by analysing how gender intersects with ethnicity and place to influence their engagement in innovation. We adopt an intersectional perspective, and base our analyses on the Longitudinal Small Business Survey (LSBS) data of 29,257 SMEs over the period 2015–2018. Our findings suggest that despite their limited number, as well as firm size and industry sector constraints, women-led SMEs are actively engaged in innovation activities. In addition, our results on the effects of intersecting categories of gender, ethnicity and place on innovation, further emphasise the heterogeneity of women-led SMEs, both with regard to their likelihood to engage in innovation, as well as the place where innovation is most likely to occur. Implications for policy and practice are highlighted.

Since the Stonewall uprisings, there has been greater social acceptance of homosexuality within Western contexts. Nevertheless, those who are at the intersection of more than one minority identity continue to face prejudice and discrimination, including homophobia and racism. Though there has been increasing work regarding the experiences of sexual minority people of colour (POC), a lacuna remains regarding the experiences of sexual minority British Muslim South Asian men and the integration of sexual minority and religious identities, particularly within a context of increased societal acceptance towards sexual minorities and societal Islamophobia. In this study, 38 sexual minority British Muslim South Asian men were recruited via snowball sampling and interviewed. Data were examined via reflexive thematic analysis. Five themes were identified: degrees of “outness”, hegemonic Whiteness and the LGBTQ+ community, internalisation of White hegemony, distancing from the sexual minority religio‐cultural ingroup, and attempting to reconcile potential identity conflict between sexual orientation identity and religious and cultural identities. Respondents' experiences highlighted substantial social exclusion due to intersectional disadvantage as well as a lack of intra‐community social support, suggesting substantial isolation, psychological implications and a general eschewing of identity affiliation based on sexual attraction. This has implications on services predicated on identity affiliation which may potentially exclude the needs of hidden and intersectionally disadvantaged populations.

This article explores the intersection of gender identity and sexual orientation in the narrative experiences of trans identified young people. Data were collected in collaboration with trans youth community centres in the USA, Canada and Ireland. Axial and selective coding procedures were used to examine the interplay between developing sexual orientation and gender identity. The relational language used by participants when explaining the process of negotiating and renegotiating sexual orientation prompted us to ground theory building in a framework of intersectionality, feminist concepts of 'doing gender' and peer mediated approaches to identity development. Two overarching themes were developed and are deconstructed in this paper: labelling and peer mediated self-consciousness. With respect to labelling, through the feminist concept of 'doing gender' we explain how trans youth navigated accountability to self, others and society as they negotiated and renegotiated sexual orientation labels in conjunction with gender labels. In relation to peer meditated consciousness, we examined how through relationship with peers, participants explored and internalised concepts important for sexual orientation formation. The paper begins to explore some of the ways in which gender identity and sexual orientation are interwoven, challenging the notion that they are fully autonomous constructs.

The COVID‐19 crisis has translated into an unprecedented humanitarian crisis for the poor and marginalized groups in society. The countrywide lockdowns, quarantine measures, and mobility restrictions across 200 countries of the world have resulted in a host of negative manifestations for women. There have been unprecedented losses in the informal economy, which is dominated by women. Some scholars also contend that the pandemic will translate into heightened burden of unpaid domestic work, loss of economic autonomy and disruption to maternal health services. Despite these factors a gendered perspective is absent in the policy response to this crisis. It is against this background that the present paper employed a feminist intersectionality lens to conduct participatory field based research on the lived experiences of women in informal employment in Indian Punjab during the COVID‐19 crisis. The research unearthed the specific pathways through which existing socio‐economic inequities rooted in caste, class and occupational entities magnify the vulnerabilities experienced by women during such a health crisis. The research offers a contextualized framework for understanding the gendered impacts of the crisis. It also highlights the urgency of taking account of gender specific constraints during the health crisis so as to institute robust, effective and equitable policy interventions.

In response to the growing numbers of minoritized students (e.g., low-income, first-generation, students of color) transitioning into U.S. systems of higher education, researchers have developed transition-assistance strategies, such as psychologically wise-story interventions. Through a rigorous, theory-driven approach, wise-story interventions use stories to encourage students to develop adaptive meanings about college-transition challenges, subsequently allowing students to persist. Yet there is one critical distinction between existing wise-story interventions. Well-known examples endorse a color-evasive message that all students, regardless of their demographic backgrounds, share similar struggles when adjusting to college. One variation in wise-story interventions ties transition struggles explicitly to students’ identities, adopting more of a multicultural perspective. Drawing from diversity frameworks, we offer in this article a comparative analysis of these variations; we outline under what conditions, for whom, and through which processes these varying approaches to identity affect student outcomes. In this discussion, we reflect on both the strengths and challenges of wise-story interventions and offer considerations for extending these approaches. Specifically, we ask whether integrating critical perspectives into wise-story interventions better addresses the experiences of minoritized students as they navigate institutions historically built for dominant groups.

Despite the increasing number of women receiving bachelor’s degrees in computing (i.e., Computer Science, Computer Engineering, Information Technology, etc.), a closer look reveals that the percentage of Black women in computing has significantly dropped in recent years, highlighting the underrepresentation of Black women and its negative impact on broadening participation in the field of computing. The literature reveals that several K-16 interventions have been designed to increase the representation of Black women and girls in computing. Despite these best efforts, the needle seems to have barely moved in increasing the representation or the retention of Black women in computing. Instead, the primary goals have been to recruit and retain women in the CS pipeline using gender-focused efforts intended to increase the number of women who also identify as members of racialized groups. However, these gender-focused efforts have fallen short of increasing the number of Black women in computing because they fail to acknowledge or appreciate how intersectionality (the overlapping social constructs of gender, race, ethnicity, class, etc.) has shaped the lived experiences of Black women navigating the computing pipeline. Without honest dialogue about how power operates in the field of computing, the push for racial equality and social justice in CS education remains an elusive goal. Leveraging intersectionality as a critical framework to address systemic oppression (i.e., racism, gender discrimination, power, and privilege), we interview 24 Black women in different phases of the computing pipeline about their experiences navigating the field of computing. An intersectional analysis of Black women’s experiences reveals that CS education consists of saturated sites of violence in which interconnected systems of power converge to enact oppression. Findings reveal three primary saturated sites of violence within CS education: (1) traditional K-12 classrooms; (2) predominantly White institutions; and (3) internships as supplementary learning experiences. We conclude the article with implications for how the field of CS education can begin to address racial inequality that negatively impacts Black girls and women, thus contributing to a more equitable and socially just field of study that benefits all students.

While little is known of the perceptions held by members of the general public toward persons of low literacy background, this research study worked to inform a subset of those perceptions as held by developing teacher candidates. Additionally, this study sought to more concretely frame contributing and non-contributing factors which this same population believed influenced occurrences of low literacy. Anchored in the concept of intersectionality (Crenshaw, 1989), this study collected and analyzed 56 survey responses which yielded informative themes that further defined low literacy as an obstacle, outcome, level of performance, or degree of achievement. Teacher candidates further demonstrated an understanding that conditions of low literacy were often situationally-defined as those persons were commonly disadvantaged in some way. Candidates’ responses further purported their action plan in confronting low literacy in their classroom was founded upon these verbs: act, invest, connect, and equalize. Though this study alone is not comprehensive or absolute in its findings, it does help to inform a step of the journey that will lead to a more accurate understanding of the perceptions held of low literacy and its many, influential tentacles.

This performative and collaborative autoethnography plays with the homophonic or maybe homiletics of “inter” and “enter” as the invitational aspect of collaborative autoethnography. The contribution of diverse collaborators from differing racial, ethnic, geo-spatial locations, and generational standpoints speak to/between experiences with the dialogic aspects of autoethnography; the speaking of self with and for others that is always a part of autoethnographic practice, now made salient in the intentional collaborative, thus exploring the interpersonal, interracial, international, intersectional, interstitial, and the symbolic interactional aspects of autoethnography.

To me, personal is theoretical as well as political. Therefore, when exploring the question of how the workplace is an ableist as well as a sexist space for disabled women, I have linked theory to my lived experiences. My experiences are the starting point for my explication of how intersectional feminist theories on disability, spatial practices, silence, violence, and discrimination provide a source of strength, action, voice, language, and a name to experiences of disabled women of colour working in sexist and ableist workplaces. Relying upon intersectionality, I propose that disabled women are more vulnerable to sexual harassment at the workplace. I have drawn upon Sara Ahmed’s work on ‘girling’ and ‘gender fatalism’ to propose concepts of ‘disabling’ and ‘disability fatalism’. I conclude my feminist resistance project by asserting the necessity of intersectional feminist workplaces.

Global protests and civil unrest in 2020 has renewed the world’s interest in addressing injustice due to structural racism and oppression toward Black and Latinx people in all aspects of society, including computing. In this article, we argue that to address and repair the harm created by institutions, policies, and practices that have systematically excluded Black and Latina girls from computer science, an intersectional, transformative justice approach must be taken. Leveraging testimonial authority, we share our past 8 years of experience designing, implementing, and studying Digital Youth Divas, a programmatic and systemic approach to encouraging middle school Black and Latina girls to participate in STEM. Specifically, we propose three principles to counter structural racism and oppression embedded in society and computing education: computing education must (1) address local histories of injustice by engaging community members; (2) counter negative stereotypes perpetuated in computer science by creating inclusive safe spaces and counter-narratives; and (3) build sustainable, computational capacity in communities. To illustrate each principle, we provide specific examples of the harm created by racist policies and systems and their effect on a specific community. We then describe our attempt to create counter structures and the subsequent outcomes for the girls, their families, and the community. This work contributes a framework for STEM and computing educators to integrate transformative justice as a method of repairing the harm that both society and the field of computing has and continues to cause Black and Latinx communities. We charge policy makers, educators, researchers, and community leaders to examine histories of oppression in their communities and to adopt holistic, transformative approaches that counter structural oppression at the individual and system level.

African immigrant children experience some of the poorest mental health outcomes in Canada, yet limited research has systematically mental health determinants among this growing demographic. Our participatory action research project (PAR) explored, from the perspectives of parents, the factors influencing the mental health of African immigrant children in Alberta, Canada. The project utilized an intersectionality theoretical lens to collect and analyze data from a sample of 81 African immigrant parents who participated in nine conversation cafes and five focus groups. This PAR approach provided an ideal structure to engage parents and generate knowledge on the factors influencing their children’s mental health. Parents identified racial discrimination, limited mental health awareness, limited access to mental health supports, changing family dynamics, parental absenteeism, and unresolved pre-migration trauma as factors influencing their children’s mental health. These factors were perceived as contributing to children’s experiences of material deprivation, social problems, and emotional difficulties. Our findings suggest that interventions to overcome these factors and enhance the mental health of African immigrant children must target transformation of the family, community, and cultural systems within which their lives are embedded, as well as the policies and institutions that produce and reproduce child mental health vulnerabilities.

Exploring gender and feminization in healthcare professions within welfare institutions is an important issue. This article explores the experiences of male immigrant healthcare assistants with racialized features in Norwegian elderly care. A key narrative theme was how notions such as gender and categories of class reinforce structural power relationships, positioning male immigrants in elderly care as “lacking” and/or vulnerable with respect to self-esteem. In the analysis, participants’ experiences were perceived, contested, and negotiated within the themes of: (a) Gender Identities: Negotiations among male immigrant healthcare assistants, and (b) The interwoven process of gender and class. Participatory parity (Fraser, 2008) and perspectives of intersectionality (Crenshaw, 1989) were applied to explore how notions of gender and categories of class limit and reinforce power relationships. The analysis sheds light on how such notions and categories reinforce structural power relationships. Furthermore, the article argues that understanding the impact of gender on the Norwegian care sector must address how specific categories of individuals are affected, in addition to the attendant labour market challenges.

This article explores the gendered narrative in the video game Assassin’s Creed III: Liberation. Using this game as its main case study, it addresses the question in which ways the game developers have conceptualized gender, race, and gender performance in the video game. It does so from an intersectional point of view. After establishing Assassin’s Creed III: Liberation as a prime example of the trend to include more female characters in games during recent years, I will argue that this game includes a complex rhetoric that not only perpetuates stereotypical notions regarding gender, but also fails to acknowledge issues regarding its main protagonist’s skin color in the historical reality the game wishes to emulate.

Although the AAMFT Code of Ethics encourages therapists to become competent in working with gender identity, transgender care is an area that often receives little attention in traditional therapy education and training programs. Consequently, it is essential that supervisors are competent and skilled in helping supervisees navigate, process, and increase their own competencies in working with transgender populations. A framework would help supervisors to navigate transgender competency development with supervisees. Feminist models of supervision have been shown to provide frameworks, guidance, and language for facilitating the exploration of critical issues for marginalized and diverse populations. The purpose of this paper is to demonstrate how a feminist approach to supervision can empower supervisors to help marriage and family therapy trainees develop competency in transgender care. Domains of intersectionality, power, gender, diversity, emotion, and socialization are discussed, along with a vignette that demonstrates the application of the proposed model to transgender care.

This qualitative analysis examines the frequency and sentiment of immigration-related posts by media organizations and audience reactions on Facebook from the last term of Barack Obama’s presidency and the first term of Donald Trump’s presidency, January 2013–December 2020, under the lens of critical race and agenda building theories. Results indicate that news media have increased posting about this topic since 2013, the sentiment is statistically negative and audiences have elevated their participation over time.

To date, few studies on sexual citizenship have explored how gender, sexuality, and ethnicity intersect to influence individuals’ migration and post-migration experiences in post-marriage equality Australia. This article argues that a more expansive concept of sexual citizenship is required when exploring the lived experiences of Asian immigrants in contemporary Australia because racialised contexts present various barriers to social inclusion. We posit sexual citizenship as an intersectional, multi-dimensional, and multi-scalar notion that encompasses transgender citizenship. We explore sociocultural stereotypes and sexual racism to highlight the intersectionality between SOGIESC and ethnicity in cross-cultural international migration. We further argue that, as SOGIESC is an integral dimension of immigrants’ lives and cannot be analytically separated from migratory processes and experiences, the concept of sexual citizenship remains central to migration studies. Furthermore, that sexual citizenship research would benefit from further critical engagement with issues of race, gender, sexuality, and immigration status of Asian Australians.

OBJECTIVE This study investigates whether being identified with both school and sports affords benefits for Black male and female students in high school and across the transition to college. Given gendered concerns about being academically identified and cultural associations of athletics with Black masculinity, being both academically and athletically identified is expected to play a larger role in the sociocultural and academic experiences of Black male students. METHOD Using the National Longitudinal Survey of Freshmen (NLSF), Study 1 (N = 1,011) employs a cross-sectional analysis of Wave 1 and Study 2 (N = 822) employs a longitudinal analysis of Waves 1-3 to test these hypotheses. RESULTS Identifying with athletics in high school is found to afford sociocultural benefits for academically identified Black male, but not Black female, students in the short-term and longitudinally across the college transition. In high school, Black male students identified with both academics and athletics reported greater identification with other young Black men compared to those identified with academics only (Study 1). Longitudinally, identification with athletics in high school was positively associated with sociocultural adjustment in the first year of college (e.g., interdependent studying behaviors), explained through this increased identification with young Black men (Study 2). CONCLUSIONS Athletics is found to serve as a culturally valued identity with important benefits for Black male students' experiences in secondary and postsecondary contexts. Although centered on athletics, these findings more broadly point to the importance of academically engaged Black students, across gender identities, being able to feel secure in their intersectional identities. (PsycInfo Database Record (c) 2021 APA, all rights reserved).