Intersections
Resources on the Intersections of Ability, Age, Class, Gender, Race, and Sexual Orientation and on the Intersections of Teaching, Research, and Practice
The bibliography provides references on the ways that ability, age, class, gender, race, and sexual orientation intersect, and strategies for teaching about these intersections.
Books, Chapters, Journal Articles and Web Resources
Abeles, N. (1998). What practitioners should know about working with older adults. Professional Psychology: Research and Practice, 29, 413–427.
http://www.apa.org/pi/aging/practitioners.pdf
Includes details on demographics of aging, commonly held myths about older adults, realities of aging, typical psychological problems of older adults, assessment and interventions, and relevant professional issues when working with older adults.
Acker, J. (2006). Inequality regimes: Gender, class, and race in organizations. Gender and Society, 20, 441–464.
How to conceptualize intersectionality; the mutual reproduction of class, gender, and racial relations of inequality; and how to identify barriers to creating equality in work organizations.
American Psychological Association. (2001). Guidelines to reduce bias in language. Publication manual of the American Psychological Association (5th ed., pp. 61–76). Washington, DC: Author.
This section of Chapter Two includes the rationale for describing study participants at the appropriate level of specificity, being sensitive to labels, and acknowledging participation respectfully. It gives specific examples for writing appropriately about gender, sexual orientation, racial and ethnic identity, disabilities, and age.
American Psychological Association. (2006). Just the facts about sexual orientation and youth: A Primer for principals, educators and school personnel. Washington, DC: Author.
http://www.apa.org/pi/lgbc/publications/justthefacts.html
This factsheet includes information on development of sexual orientation, critiques of reparative therapy and transformational ministries, relevant legal principles, and resources for educators. It has received broad endorsement from medical, psychological, educational, health, religious, and social work organizations.
Anderson, S. K., & Middleton, V. A. (2005) Explorations in privilege, oppression, and diversity. Belmont, CA: Brooks/Cole.
This edited book includes therapists' and faculty narratives addressing personal experiences and awareness regarding different aspects of identity.
Biaggio, M., Orchard, S., Larson, J., Petrino, K., & Mihara, R. (2003). Guidelines for gay/lesbian/bisexual-affirmative educational practices in graduate psychology programs. Professional Psychology: Research and Practice, 34, 548–554.
Contains recommendations for inclusion of education about multiple sexual orientations within graduate psychology training programs.
Bronstein, P., & Quina, K. (Eds.). (2003). Teaching gender and multicultural awareness: Resources for the psychology classroom. Washington, DC: American Psychological Association.
The 25 chapters each address a unique topic relevant to teaching about diversity. Some chapters cover specific courses, others specific underrepresented groups, and others general topics such as difficult classroom dialogues, graduate clinical training, and continuing education.
Burman, E. (2003). From difference to intersectionality: Challenges and resources. European Journal of Psychotherapy, Counseling, and Health, 6, 293–398.
Critically evaluates current discourses on structural, especially racialized, inequalities through notions of difference as limited in their analysis of power relations and ability to transform power inequalities. Rather than difference, intersectionality--especially the intersection of 'race' and gender--is a more promising concept for critical thinking and practice.
Calasanti, T. M., & Slevin, K. F., (2001). Gender, social inequalities, and aging. Walnut Creek, CA: AltaMira.
Written by sociologists, this book takes a feminist perspective on old age as a political location. It focuses on gender, aging, and social power, placing old persons within the intersections of other stratifying social identities. The authors also present a major critical analysis of ageism.
Calasanti, T. M., & Slevin, K. F. (Eds.). (2006). Age matters: Realigning feminist thinking. New York: Routledge.
These chapters highlight a neglected area of feminist scholarship: aging. We are now well informed about the complex ways gender shapes the lives of women and men, and we know how gendered power relations interface with race and ethnicity, class, and sexual orientation. Serious theorizing of old age in relation to gender and other social inequalities represents the next frontier of feminist scholarship.
Chernin, J. N., & Johnson, M. R. (2003). Affirmative psychotherapy and counseling for lesbians and gay men. Thousand Oaks, CA: Sage.
This book covers research, practice, and advocacy related to the special counseling needs of gays and lesbians. The authors apply universal counseling themes to lesbian and gay clients and discuss issues unique to lesbians and gay men, including the treatment of same-sex couples and families, ethnic minority issues, and living with HIV/AIDS.
Committee on Aging, American Psychological Association (2000). Aging and human sexuality resource guide.
http://www.apa.org/pi/aging/sexuality.html
This Web site contains empirical evidence on aging and sexuality, summary chapters, case presentations, and resources to use for education in teaching settings or with clients. It includes listings of journal articles, books, films and videos, health information, and professional organizations.
Committee on Aging, American Psychological Association (2001). Older adults and insomnia resource guide.
http://www.apa.org/pi/aging/insomnia.html
This Web site includes research-based information on insomnia among older adults. It includes listings of journal articles, books, health information, and professional organizations.
Committee on Aging, American Psychological Association (2002). Depression and suicide in older adults.
http://www.apa.org/pi/aging/depression.html
This Web site provides research-based information about causes of and treatments for depression among older adults and information about suicide in this age group. It includes research-based listings of journal articles, books and book chapters, reports, and resources for older adults and their families.
Committee on Aging, American Psychological Association (2003). Psychotherapy and older adults.
http://www.apa.org/pi/aging/psychotherapy.html
This Web site provides information on assessment of psychological disorders among older adults and appropriate treatments. It includes research-based listings of journal articles, books and book chapters, reports, and resources for older adults and their families.
Committee on Aging, American Psychological Association (2006). Psychological services for long term care resource guide.
http://www.apa.org/pi/aging/long_term_care_resource_guide_2006.pdf
This Web site addresses professional practice with older adults living in nursing homes and other long term care settings. It includes listings of journal articles, books and book chapters, and resources for older adults and their families.
Committee on Lesbian and Gay Concerns, American Psychological Association. (1991). Avoiding heterosexual bias in language. American Psychologist, 46, 973–974.
This article suggests preferred terminology and presents ways of increasing the visibility of lesbians, gay men, and bisexual persons.
Committee on Lesbian, Gay, and Bisexual Concerns, American Psychological Association. (2000). Guidelines for psychotherapy with lesbian, gay, and bisexual clients. Washington, DC: American Psychological Association.
http://www.apa.org/pi/lgbc/publications/guidelines.html#1
Contains professional practice guidelines providing a frame of reference for the treatment of lesbian, gay, and bisexual clients, and offers basic information and references related to assessment, intervention, identity, relationships, and the education and training of psychologists.
Dressel, P., Minkler, M., & Yen, I. (2004). Gender, race, class, and aging: Advances and opportunities. In V. Navarro & C. Muntaner (Eds.), Political and economic determinants of population health and well-being: Controversies and developments (pp. 467–488). Amityville, NY: Baywood.
Examines limitations of between-group comparisons and discusses concepts of inclusiveness and interlocking oppressions/intersectionality and their utility for understanding the macro- and micro-level processes that shape oppression. Delineates promising new developments from sociology and epidemiology which can be applied to questions of aging and thereby help frame a more inclusive and critical gerontological agenda.
Enns, C. Z., & Sinacore, A. L. (2005). Teaching and social justice: Integrating multicultural and feminist theories in the classroom. Washington, DC: American Psychological Association.
This edited volume includes 11 chapters on defining multicultural feminism and integrating this approach into classroom teaching and professional practice.
Garnets, L., Hancock, K.A., Cochran, S.D., Goodchilds, J., and Peplau, L.A. (1991). Issues in psychotherapy with lesbians and gay men: A survey of psychologists. American Psychologist, 46, 964-972.
Research based on a survey of practicing psychologists about biased and beneficial forms of psychotherapy provided to lesbian and gay clients. Examples address assessment, intervention, identity, relationships, family matters, and therapist expertise.
Garrison, J., & Moon, D. (2004). The sociology of sexualities: Queer and beyond. Annual Review of Sociology, 30, 47–64.
Discusses queer theory's challenge to sexual dichotomizing and traces the workings of power through sexual categories. Examines the nature and effects of sexuality among multiple and intersecting systems of identity and oppression. Addresses the contributions of sociologists of sexuality toward understanding other social processes and the ongoing need to study sexuality.
Harper, G. W., Buhrke, R. A., Dworkin, S. H., Silverstein, L. B., & Doll, B. (2005). Lesbian and gay parenting. Washington, DC: American Psychological Association.
http://www.apa.org/pi/lgbc/publications/pubsreports.html
Includes a summary of research findings on lesbian mothers, gay fathers, and their children; an annotated bibliography of the published psychological literature; and additional resources relevant to lesbian and gay parenting.
Herdt, G., & de Vries, B. (Eds.). (2004). Gay and lesbian aging: Research and future directions. New York: Springer Publishing Company.
The 10 chapters in this book cover a range of topics, including health, psychological well being, relationships, and loneliness among older gay and lesbian persons, as well as research issues in the study of this population of elders. A chapter on older gay men in Norway brings a cross-national perspective to the book.
Herek, G. M., Kimmel, D. C., Amaro, H., &; Melton, G. B. (1991). Avoiding heterosexual bias in psychological research. American Psychologist, 46, 957–963.
Defines heterosexist bias and provides guidelines on avoiding heterosexism in selection of research questions, sampling, operationalization of variables, data collection, protection of participants, and dissemination of results.
Landrine, H. (Ed.). (1995). Bringing cultural diversity to feminist psychology: Theory, research, and practice. Washington, DC: American Psychological Association.
Addresses the need to pay attention to cultural diversity among women and to integrate this diversity into teaching, theory building, research, and practice.
Lee, J.-A., & De Finney, S. (2004). Using popular theatre for engaging racialized minority girls in exploring questions of identity and belonging. Child and Youth Services, 26, 95–118.
Examines the use of popular theatre as a method of investigating racialized minority girls' processes of identity formation and experiences of exclusion and belonging in predominantly white, urban Victoria, British Columbia, Canada. Offers suggestions to assist practitioners, researchers, and policy-makers who wish to engage with expressive and theatre-based methods.
Leigh, I. W. (Ed.). (1999). Psychotherapy with deaf clients from diverse groups. Washington, DC: Gallaudet University Press.
Grounded in the cultural paradigm that views deaf people as making up a distinct cultural group rather than a group of persons with a disability, this book addresses cultural diversity within the deaf community and appropriate approaches to psychotherapy. Includes many case examples to assist those interested in mental health treatment of deaf persons.
Liu, W. M., Soleck, G., & Hopps, J. (2004). A new framework to understand social class in counseling: The Social Class Worldview Model and Modern Classism Theory. Journal of Multicultural Counseling and Development, 32, 95-122.
Defines classism, shows how the notion of social class is socially constructed, and applies two new theories related to social class and classism to research topics and professional counseling.
McCammon, L. (1999). Introducing social stratification and inequality: An active learning technique. Teaching Sociology, 27, 44–54.
Discusses a method of collaborative learning that uses hypothetical families (small groups of students who assume roles within pre-determined family constellations) and scenario-based exercises as a means of helping students understand social stratification and inequality.
Mio, J. S., & Iwamasa, G. Y. (Eds.). (2003). Culturally diverse mental health: The challenges of research and resistance. New York: Brunner-Routledge.
A comprehensive book on multicultural mental health thataddresses the challenge of counseling diverse populations including multiracial, homosexual, geriatric, and disabled individuals. Old treatment models based on the mainstream majority no longer apply. This book includes research on diverse populations and addresses resistance to modifying old practices when working with these populations. Focus on Chapters 1–6.
Noonan, B. M., Gallor, S. M., & Hensler-McGinnis, N. F. (2004). Challenge and success: A qualitative study of the career development of highly achieving women with physical and
sensory disabilities. Journal of Counseling Psychology, 51, 68–80.
This study reports on a qualitative study of women with disabilities. Presents a useful illustration of intersecting identities.
Pedersen, P. B. (2004). 110 experiences for multicultural learning. Washington, DC: American Psychological Association.
Provides simulations, exercises, and structured role-playing activities that help instructors demonstrate the relevance of cultural diversity in psychological topics and foster appreciation of multicultural perspectives.
Pope-Davis, D. B., & Coleman, H. L. K. (Eds.). (2001). The intersection of race, class, and gender: Implications for multicultural counseling. Thousand Oaks, CA: Sage.
Text presents an ecological, contextual model of behavior, using this model as a springboard for a new theory in multicultural counseling, which takes into consideration the specific issues of class, gender, and race in the counseling process. Advanced thinking and practice for practicing multicultural counselors and students in the field.
Pope-Davis, D. B., Toporek, R. L., Ligiero, D., Ortega, L., Bashshur, M. L., Brittan-Powell, C. S., et al. (2002). A qualitative study of clients’ perspectives of multicultural counseling competence. The Counseling Psychologist, 30, 355–393.
This article describes a model of clients' experiences in multicultural counseling and implications for therapists and research. In addition to insights for seasoned therapists, it presents beginning therapists with a more complex picture of clients.
Raskind, M., & Higgins, E. (1998). Assistive technology for postsecondary students with learning disabilities: An overview. Journal of Learning Disabilities, 31, 27–40.
This article provides an overview of assistive technology for postsecondary students with LD, including the history of assistive technology service for these students, discussion of basic models of assistive technology service delivery, and descriptions of specific assistive technologies and their effectiveness.
Reid, P. T. (1994). Racism and sexism: Comparisons and conflicts. In E. Tobach & B. Rosoff (Eds.), Challenging racism and sexism: Alternatives to genetic explanations (pp. 93–121). New York: Feminist Press at The City University of New York.
The author reviews the similarities and differences between racism and sexism and the history of their effects on black women. She draws attention to the need to explicate the complex relationship between racism and sexism in social psychological research, particularly as it affects the development of educational and social policies.
Schnitzer, P. K. (1996). “They don’t come in!” Stories told, lessons taught about poor families in therapy. American Journal of Orthopsychiatry, 66, 572–582.
This article ddresses myths about why poor individuals and families do not seek psychotherapy and uses research evidence as the basis of suggestions for improving mental health services to poor clients.
Silverstein, L. B. (2006). Integrating feminism and multiculturalism: Scientific fact or science fiction? Professional Psychology: Research and Practice, 37, 21–28.
Competent clinical practice requires a complexity paradigm that encompasses the intersectionalities of class, gender, race/ethnicity, and other aspects that define an individual's subjective experience. The author provides clinical examples that illustrate how integrating multiculturalism and feminism can improve clinical practice.
Stevenson, M. R. (2002). Conceptualizing diversity in sexuality research. In M. W. Wiederman & B. E. Whitley, Jr. (Eds.), Handbook for conducting research on human sexuality (pp. 455–478). Mahwah, NJ: Erlbaum.
Although focused on sexuality, this chapter considers how researchers can design qualitative and quantitative studies that minimize the effects of racism, sexism, ageism, and other prejudices.
Toporek, R. L., Gerstein, L., Fouad, N. A., Roysircar, G., & Israel T. (2006). Handbook of social justice in counseling psychology: Leadership, vision, and action. Thousand Oaks: Sage.
This edited book includes chapters regarding a variety of different oppressions such as heterosexism, classism, racism, sexism, poverty, etc. with models of systemic and community interventions.
Trimble, J. E., Stevenson, M. R., & Worell, J. P. (2004). Toward an inclusive psychology: Infusing the introductory psychology textbook with diversity content. Washington, DC: American Psychological Association.
Guidelines written for teachers, textbook authors, and publishers about incorporating multicultural diversity into psychology teaching and research. Includes suggestions for aging, culture/ethnicity/race, disability, gender, and sexual orientation when teaching about 20 different psychology topics.
Whitley, B. E., Jr., & Kite, M. E. (2006). The psychology of prejudice and discrimination. Belmont, CA: Wadsworth.
Provides an overview of the psychology factors influencing prejudice and discrimination. Topics include the nature and operation of stereotypes, old-fashioned and contemporary prejudice, individual differences and prejudice, the development of prejudice in children, the social context of prejudice, the relation of prejudice to discrimination, the experience of discrimination, and reducing prejudice and discrimination. Addresses not only racial/ethnic prejudice but also prejudice based on gender, sexual orientation, and age.
Worell, J., & Johnson, N. G. (Eds.). (1997). Shaping the future of feminist psychology: Education, research, and practice. Washington, DC: American Psychological Association.
The authors in this edited volume discuss incorporation of feminist principles and practices in psychological research, practice, and education at the undergraduate, graduate, and postdoctoral levels.
Yuval-Davis, N., Anthias, F., & Kofman, E. (2005). Secure borders and safe haven and the gendered politics of belonging: Beyond social cohesion. Ethnic and Racial Studies, 28, 513–535.
Focuses on contemporary gendered politics of migration and belonging in Britain. Examines migration and the construction of boundaries in Europe, the gendered implications of recent immigration policies, and the gendered nature of notions of “secure borders,” “save haven,” and “social cohesion.”
Internet Resource on Intersections of Social Locations
The Multicultural and Social Justice Competence Webtool
http://online.sfsu.edu/~rtoporek/mcsj/
Provides guidance for a process of assessing one's own multicultural and social justice competence and then building a professional development plan. Activities and exercises are suggested as well as resources including books, articles, media, and internet Web sites.