Review of Research in Education · 2018 · 102 citations · 45 references
Social SciencesSpecial EducationDisabilityIdentity DevelopmentIntersectionalityDisability IdentityDisability Studies TheoryEducation For Children With DisabilitiesIntersectionality In EducationConceptual Framework AlignmentDisability Intersectionality In EducationDisability IntersectionsIntersectional Disability RepresentationIntersectional OppressionSocial Class VariationYoung Adulthood
The chapter systematically reviews education research that explicitly examines how intersecting social identities shape the experiences of youth and young adults with disabilities, addressing the question of key findings in this area. It employs a sociohistorical conceptual framework drawn from intersectionality and disability studies, centering on the lived experiences of students across K–16 educational contexts. The review identifies ten qualifying studies and distills them into three themes: navigating intersectional disability discourses, presenting disability oppression as intersectional, and engaging in identity meaning‑making as a form of intersectional discourse. “Ain’t nobody gonna get me down!” —Kiesha (Petersen, 2009, p.
The purpose of this chapter is to systematically review the research within the field of education that explicitly examined how various social constructions of identity intersect with dis/ability to qualitatively affect young adults’ experiences by asking the following question: What are the key findings in education research focusing on youth and young adults with disabilities who are multiply situated in terms of race, gender, social class, sexual orientation, or other social markers? Our conceptual framework included a sociohistorical approach that culled from intersectionality and disability studies in education that centered on the intersectional lived experiences of youth within K–16 educational contexts. In our research, we found 10 qualifying studies that illuminated how youth create meaning along the lines of their disabilities and their intersections, and we summarized these within the following three themes: (a) navigate intersectional disability discourses, (b) present their dis/ability oppression as intersectional, and (c) engage in their identity meaning making as a form of intersectional discourse. We conclude by situating these findings within the larger body of intersectionality disability studies in education research and provide future implications. “Ain’t nobody gonna get me down!” —Kiesha (Petersen, 2009, p. 434)
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