Claudia García Medina
NASPA Regional Conference 2012

 Socially Constructed Identities.
 Roots of Theoretical Framework.
 Importance to Educators.
 Individual Activity.
 Relating to Theory.
 Program Ideas.
 Intersectionality and Adult Learners.
 Recommended Resources.

N
D
G
E
E
R
C
L
A
S
S
S
E
X
U
A
L
I
T
Y
T
Y
I
L
I
S
A
B
D
I
Modified from: Intersectionality [Video file]. Retrieved from http://www.youtube.com/watch?v=HxgdyKIeBqk
H
N
I
E
T
C
I
T
Y
A
G
E
NA
TI
O
NA
LI
TY

A
G
E

 Intersectionality introduced by Kimberle Crenshaw
(1989).
 Takes socially and culturally constructed identities and examines how they contribute to systematic social inequality.
 Intersection of oppressions
 To understand rationalization of the oppressed one must understand the effects of these intersections.
Symington. A. (2004). Intersectionality: A tool for gender and economic justice. Women’s Rights and Economic Change, 9,
1-8.
Collins, P. H., (2005). Intersecting Oppressions. Retrieved from http://www.pdfwindows.com/pdf/13299-chapter-16-webbyte-patricia-hill-collins/

 Theoretical framework


Analyzes socially constructed categories
Placement in society
 Does not analyze systems of oppression
 Diversity vs. intersectionality
 We will look at the intersection of education and adult learners.
Symington. A. (2004). Intersectionality: A tool for gender and economic justice. Women’s Rights and Economic
Change, 9, 1-8.
Collins, P. H., (2005). Intersecting Oppressions. Retrieved from http://www.pdfwindows.com/pdf/13299-chapter-
16-web-byte-patricia-hill-collins/

 Student Affair Professionals



Adjust programming to incorporate them
Informs services offered
Communication
 Professors



Helps inform classroom assignments and environment.
Informs instructional methods.
Helps with understanding classroom dynamics.
 Adult learners vs. traditional undergraduates

 Think about your own identities shape your existence in society.
 What are things that surprised you?
 What identities allow you privilege?
 Which ones place you at a disadvantage?

 “ People live multiple, layered identities derived from social relations, history and the operation of structures of power. People are members of more than one community at the same time, and can simultaneously experience oppression and privilege (Symington, 2004)”
 “The aim is not to show that one group is more victimized or privileged than another, but to reveal meaningful distinctions and similarities in order to overcome discriminations and put the conditions in place for all people to fully enjoy their human rights (Symington, 2004).”
Symington. A. (2004). Intersectionality: A tool for gender and economic justice. Women’s Rights and Economic
Change, 9, 1-8.

 McClusky’s Theory of Margin
 Load (responsibilities) vs. power (dealing with load)
 Jarvi’s Learning Process model
 “Situates learning in a social context; learning is an interactive phenomenon, not an isolated internal process
(pg. 103).”
 Ecological model of adult development


Social roles and timing of life events
Socially constructed notions
Merriam, S. B., Caffarella, R. S., & Baumgartner, :. M. (2007). Learning in adulthood: A
comprehensive guide. (3 rd . ed.). San Francisco: Jossey-Bass Publishers.

 For Student Affair professionals



Include a separate adult learner orientation
Family friendly programming
 Ex. Children's day celebration & appropriate times
Services specific to adult learners


Campus child care center
Technology 101
 For Professors




Provide a clear roadmap of what the class will entail
Solicit suggestions on group work
Inclusive Environment (physical and class dynamics)
First assignment due learning objectives and ideas how to obtain them.
(Recommendations made based on Knowles Andragogy Theory)

 Intersectinality of education and adult learners new.



Integrative perspective
“To understand development in adulthood fully, one must move beyond explanations fostered only by one or two perspectives (pg 322).”
“Development thus proceeds through a constant interaction between the person and the environment
(pg 322).”
 Relevant because of increased number of adult learners returning to universities/colleges.
Merriam, S. B., Caffarella, R. S., & Baumgartner, :. M. (2007). Learning in adulthood: A comprehensive guide.
(3 rd . ed.). San Francisco: Jossey-Bass Publishers.

 Association for Women’s Rights in Development http://www.awid.org/content/search?SearchText=intersectionality
 Collins, P. H. (2010). Another kind of public education: Race,
schools, the media, and democratic possibilities. Boston, Ma:
Beacon Press.


Exploring Complex Identities Within a Social Justice Framework activity.
Ontario Human Rights Commission http://www.ohrc.on.ca/en/sec/search_folder/search?SearchableText=intersectionality


WILD for Human Rights, a San Francisco-based NGO http://orgs.tigweb.org/wild-for-human-rights
American Institute for Research http://www.air.org/focusarea/education/?id=4



Merriam, S. B., Caffarella, R. S., & Baumgartner, :. M. (2007). Learning in
adulthood: A comprehensive guide. (3 rd . ed.). San Francisco: Jossey-Bass
Publishers.
Collins, P. H., (2005). Intersecting Oppressions. Retrieved from http://www.pdfwindows.com/pdf/13299-chapter-16-web-byte-patricia-hillcollins/




How to Make Adult Learners More Successful [Video file]. Retrieved from http://www.youtube.com/watch?v=xQ_cbZLyrIE
Intersectionality [Video file]. Retrieved from http://www.youtube.com/watch?v=HxgdyKIeBqk
Symington. A. (2004). Intersectionality: A tool for gender and economic justice. Women’s Rights and Economic Change, 9, 1-8. www.uk.sagepub.com/.../13299_Chapter_16_Web_Byte_Patricia_Hill_Collins.p
df - United Kingdom