Intersectionality

A Navigational Mirror for Improved Responsiveness & Bridging Divides

As conveyed in the previous sections, “driving” without knowing our experience gaps can leave those around us vulnerable to mental and physical harm while perpetuating the very inequities we deeply wish to change. So, how do you advance on this equity journey? How do you create learning communities that enable all children to flourish and each family the security of knowing you will do right by their child? You have already taken the first steps by assessing your learning opportunities and taking the time to expand your awareness.

Our next step will be to develop ways of thinking about ourselves and members of our school learning community(ies) that enable us to build the competencies that foster understanding, trust, relationship, dialogue, respect, compassion, and action. Using an identity wheel is a helpful aid in this process.

Review the circle below.

https://www.mgma.com/articles/how-medical-practices-can-continue-the-journey-toward-diversity-acceptance-and-inclusion

First look at the inner circle, represented by the blue pie-cut shapes.

Think about how you describe yourself or how you might be identified by others.

Then, ask yourself if you have felt powerful or powerless as a result of those identities? Was access or opportunity blocked because you hold that identity?
Or, for some of those same identities, did you feel like access or opportunity was something you rarely, if ever, had to consider?
Are there any instances where how you self-identify is different from how others identify you?
What other feelings come up for you either because of how you’ve identified yourself or because of how others identify you?
Did you find yourself in situations where you felt shut out, ignored or not taken seriously related to any of your identities?

Next, look at the outer circle and all the areas bordering the blue pie-cut shapes. Listed are the many other identities we carry on a day-to-day basis.

Consider the same questions as before.
Did any of those identities ever make you feel like your value or your culture’s value was in question?
Do you find the topic of one of those identities makes you feel like you are in a high-stakes situation?
Do you feel immense pride when you think about those identities? What has society said about that identity that makes you feel pride?
Do any of those identities make you feel judged, ashamed, not good enough?
How might productive dialogue positively impact aspects of systems that have not served you well or served people you know?

By continually reflecting on the identity wheel and the preceding questions, we realize that people from very different backgrounds can have similar feelings. By acknowledging that, we become more receptive to what is said or shared, which enables us to be willing and effective active listeners (de Guzman et al., 2016). Through active listening, you can affirm that those you work with and serve have lived experiences just as valid and real as your own. As an active listener, you're better able to hear the heart of the message shared with you from school community members because of a lack of resistance or defensiveness that allows for you to focus on what is said, ask questions when you don’t understand and provide an answer, if requested.
As you consider your identities and those of your students and the community that you serve, listening is critical for building bridges. Listening is essential.

Reflection

Think about the insights you’ve gleaned as a result of analyzing identities
and how systems impact people based on identity. What changes can you implement in your interactions with all students and families to create a safe, inclusive, and equitable learning environment? What one change can you commit to making today?

Going Deeper: Review Principal I.J.’s Story. What would you recommend she do to change the experiences of students and families at her school?

For additional information about developing competencies:

Culturally Responsive Teaching: A 50-State Survey of Teaching Standards

We recommend retaking the Understanding Self section of the Self-Assessment after completing this section to see areas where your responses may have shifted.