2.5 Intersectionality
To gain a more integrated understanding of how disability can be perceived and experienced, it’s helpful to consider how categories such as race, gender, class, age, sexuality among others can overlap to create complex systems of advantage and disadvantage. In order to describe how an individual’s various identities can intersect to form a unique experience of privilege or discrimination, the social rights activist and academic Kimberlé Crenshaw introduced the concept of ‘intersectionality’, which has since developed and expanded.
Watch this three-minute video on intersectionality produced by Professor Peter Hopkinson, Newcastle University:
The concept of intersectionality suggests that different prejudices can compound upon one another to create a unique experience of oppression. For instance, if the wheelchair user from Activity 2 were a Black woman, her experience would be shaped not only by her disability but also by her race and gender. Beyond the physical accessibility barriers, she might also face general challenges in education or the workplace due to racial prejudices, and as a woman she could also encounter discrimination stemming from gender biases and societal expectations. So, her racial identity could influence how her disability is perceived, and her gender might affect how her race and disability are understood.
Consider this scenario featuring a young woman named Clara, who is of British African descent and has dyslexia. She’s currently working in a tech company as a software engineer as a junior programmer. Clara uses a wheelchair due to a spinal cord injury. She is highly qualified and holds a degree in computer science.
Clara applies for a job at a tech company. Despite her qualifications, she faces several challenges throughout the process. The company’s office is in a building without proper wheelchair accessibility, making it difficult for her to even attend the interview. This is a direct result of her disability intersecting with societal neglect for inclusive infrastructure.
During the interview, Clara senses that the interviewers are uncomfortable and unsure how to interact with her. They seem more focused on her wheelchair than her qualifications. Despite these challenges, Clara performs well in the interview until she is asked to provide feedback on a confidential paper with some instruction of an app that the company is working on. She was puzzled by all these words on the paper and asked the interviewers to provide her with more time.
She later learns that the job was given to a less qualified candidate. She can’t help but wonder if her invisible disability and visible one, together with her race have played a role in the decision, as the tech industry is known for its lack of diversity and racial representation. Furthermore, Clara notices that her gender also affects her experiences. She often finds herself being talked over or dismissed in professional settings, a common experience for many women due to societal gender biases.
In this scenario, Clara’s experience of oppression is not just about her disabilities, race, or gender alone. It’s the intersection of all these identities – being a black woman with a disability – that shapes her unique experience. This is the essence of intersectionality. It’s crucial to foster understanding and inclusivity in all environments to ensure everyone is given the opportunity to succeed. We all must address and acknowledge these intersecting forms of discrimination to promote true equality and inclusivity.
Activity 4 Examining intersectionality
Create a specific scenario featuring an individual with dyslexia. Reflect on how their race and gender can impact how their learning difficulty is perceived in a specific educational or working environment, and examine the distinctive experience of discrimination or privilege that might arise from this intersection of identities.
Discussion
Imagine Paulina, a Black woman with dyslexia, working in a corporate environment. Now, consider John, a white man with dyslexia, in the same environment. Reflect on how their race and gender might influence the perception of their learning difficulties and the emotional impacts that arise. He might receive more empathy and support due to societal privileges associated with his race and gender. This support can foster a sense of belonging and confidence, positively impacting his emotional state. He may feel more understood and valued, which can enhance his overall wellbeing. Paulina may face stereotypes that question her competence, leading to feelings of inadequacy and frustration. The lack of understanding and support for her dyslexia can exacerbate these emotions, making her feel isolated and undervalued.
A scenario like this highlights the emotional toll that the intersection of race, gender, and learning difficulties can have on individuals. It underscores the importance of creating inclusive environments that recognise and address these emotional impacts to support the wellbeing of all individuals.