By: Natasha Noam Gol

Intersectionality serves as an essential framework for understanding the intricate ways in which various facets of a person’s identity influence their life experiences and opportunities. This concept is particularly significant for social justice advocates, academics, and policymakers working toward a more equitable and inclusive society (Klar & Leeper, 2019).

Kimberlé Crenshaw first introduced the term “intersectionality” in 1989 and further developed it in 1997. Through her research conducted in a women’s shelter in Los Angeles, she identified the compounded challenges faced by women of color. Crenshaw observed that their experiences were not solely defined by gender but were also influenced by their racial and immigrant identities, often overlapping in complex ways. For instance, the racism experienced by men of color can shape antiracist strategies, while the sexism encountered by white women tends to frame feminist movements. The failure of these discourses to acknowledge the unique burdens borne by women of color not only inadequately addresses the nuances of racism and sexism but also highlights the limitations of dominant frameworks of antiracism and feminism (Crenshaw, 1997).

Understanding intersectionality is particularly vital in higher education, as it sheds light on how social identities—such as race, gender, class, and sexuality—interact to create distinct experiences of privilege and oppression. Acknowledging these intersections fosters a deeper understanding of the challenges faced by individuals, especially those from marginalized backgrounds, within educational settings. Incorporating an intersectional lens into curricula enriches the learning environment by ensuring diverse voices and experiences are represented, thereby equipping students to tackle complex social issues with empathy and insight (Showunmi, 2020).

In the context of the Czech Republic, the representation of women in academia raises significant concerns. As of 2020, only 27% of researchers were women, and while the number of female university lecturers exceeds that of their male counterparts, only 15% of professors are women. This imbalance extends to decision-making positions within research institutions, where only 7% of directors are women. This discrepancy is troubling, especially considering that in many faculties, the number of female students often equals or exceeds that of male students (Czech Academy of Sciences, 2023).

At Charles University, the approach to intersectionality varies by faculty. Conversations with students across disciplines reveal a notable disparity. In the faculties of humanities, arts, and social sciences, there appears to be a stronger commitment to fostering change. One student remarked, “Except for very specific core courses, most of my classes had diverse syllabi, and professors consistently encourage healthy debates on intersectionality.” Conversely, faculties such as medicine and the sciences exhibit less emphasis on these discussions. A medical student expressed, “I understand that especially with medicine it is crucial to learn the foundations that are usually written by a very specific type of people, if you know what I mean, there’s still room for a deeper understanding of diverse groups. It’s surprising that I mostly learned about gendered medicine through TikTok, and I’m in my fifth year.”

Despite these disparities, progress is evident. More courses are integrating diverse and intersectional perspectives into their curricula. During my first semester, I encountered mostly heavily reliant on white male scholars syllabi. However, as I transitioned to elective courses, I found numerous engaging lecturers who emphasized diverse and intersectional content, blending classical literature with contemporary works from varied backgrounds. Learning from literature that resonates with my own experiences has proven to be more effective, not only in terms of understanding intersectionality but also in fostering engagement as a student born in the 90’s.

For instance, I learned Foucault’s concept of the Panopticon through The Hunger Games books and movies, which offered a relatable and engaging perspective. While I value the insights of revolutionary scholars such as Foucault, Descartes, and Bourdieu, it is equally important to highlight the contributions of intersectional scholars like Kimberlé Crenshaw, Cheryl Harris, Susan Stryker, Simi Linton, and Rosemary Garland-Thomson. Their work is foundational and significantly enhances our understanding of social dynamics, justice and more.

Integrating intersectionality into higher education fosters a more holistic comprehension of students’ diverse experiences, promoting critical thinking and equipping us with inclusive skill sets for our future endeavors—regardless of whether we pursue careers in various industries or academia. Moreover, it creates safer spaces for students. Listening to lectures that primarily spotlight white, heterosexual men with questionable historical legacies can alienate students from diverse backgrounds. Many students carry multiple intersecting identities, and this can amplify feelings of being out of place in academic settings, as a trans  student told me “ I think I only started feeling like I am. A part of academia was when I learned about Susan Stryker in class, until then I never felt fully comfortable with being trans in an academic setting”. Recognizing the challenges faced by women, disabled individuals, members of racial, gendered and sexual minorities underscores the importance of inclusivity within our educational systems.

An interesting read for those who would like to explore this topic further is “Feminism and Intersectionality in Academia: Women’s Narratives and Experiences in Higher Education” by Stephanie Anne Shelton, Jill Ewing Flynn and Tanetha Jamay Grosland from 2018. This book uncovers the diverse, often suppressed experiences of women from different backgrounds in academia, highlighting how women’s emotions are minimized within socio-political contexts. It argues that embracing these emotional experiences could reshape academic culture and offers a cohesive narrative on the complexities of womanhood and diversity in higher education.

In conclusion, the incorporation of intersectionality in university curricula is not just beneficial but essential for cultivating a more equitable educational environment. By embracing diverse perspectives and challenging dominant narratives, higher education institutions can empower all students, allowing them to see themselves reflected in the academic discourse and equipping them to navigate and contribute meaningfully to our complex society.

References:

Crenshaw, K. (1997). Mapping the margins: Intersectionality, identity politics, and violence against women of color. The legal response to violence against women, 5, 91.

Dupalová, Z. (2023) What’s the situation of women in science in the Czech Republic today?, Akademie věd České republiky. Available at: https://www.avcr.cz/en/news-archive/Whats-the-situation-of-women-in-science-in-the-Czech-Republic-today/#:~:text=However%2C%20the%20proportion%20of%20female,15%25%20of%20professors%20are%20women

Klar, S., & Leeper, T. J. (2019). Identities and intersectionality: a case for Purposive sampling in Survey‐Experimental research. Experimental methods in survey research: Techniques that combine random sampling with random assignment, 419-433.

Shelton, S. A., Flynn, J. E., & Grosland, T. J. (Eds.). (2018). Feminism and intersectionality in academia: Women’s narratives and experiences in higher education. Springer.‏

Showunmi, V. (2020). The importance of intersectionality in higher education and educational leadership research. Journal of Higher Education Policy and Leadership Studies, 1(1), 46-63.‏