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Using findings from a study of postsecondary transitions of multilingual students with disabilities in the northeastern United States, the paper defines intersectionality, presents foundational claims, provides illustrative examples, and offers implementation strategies, tensions, benefits, and implications from the application and the broader literature.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Postschool Outcomes  \nAudrey A. Trainor, PhD 1, and Lindsay Romano, MS 1  \nCareer Development and Transition for Exceptional Individuals  \n2023, Vol. 46(3) 169–180  \n© Hammill Institute on Disabilities 2023 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/21651434231169990](DOI: 10.1177/21651434231169990)[ ](DOI: 10.1177/21651434231169990)[cdtei.sagepub.com](cdtei.sagepub.com)  \nAbstract  \nDisparities in postschool outcomes between student groups associated with intersecting historical marginalizations such as ableism, racism, classism, and linguicism remain stark. Critical research methods have contributed to the development of equity-focused research. In this conceptual paper, we examine intersectional research, one critical methodology focused on equity. In a recent study of postsecondary transitions of multilingual students with disabilities in the northeastern United States, we found this methodology to be productive in examining marginalization and equitable transition outcomes. First, we define intersectionality and provide a rationale for its use. We then share foundational claims of intersectional research, and we provide illustrative examples from our study. The discussion identifies implementation strategies. Last, we share implications such as tensions, benefits, and insights from our application and the extant literature.  \nKeywords  \nintersectionality, race, equity, transition, research, reflexivity  \nSpecial education scholars, the majority of whom are members of U.S. dominant groups based on ability, race, socioeconomic status, language, and citizenship, have a long history of examining and advocating for equitable educational opportunities and outcomes for people with disabilities. Historical accounts of progress toward disability-focused fights for equity such as Wehmeyer’s (2013) account of intellectual disability are important reminders of hard-won improvements in educational conditions by and for people with disabilities and special education scholars. A nagging lack of progress, according to special education scholars of color such as Annamma et al. (2017), is also notable with regard to multiply marginalized people whose disability intersects with other historically marginalized identities (e.g., race, sexual orientation and gender, home language, and/or immigrant status) . Sustained inequitable education in the ecology of the U.S. society has a multitude of causes and associated factors exposed by numerous theoretical lenses. This special series on special education transition research seeks to disseminate “anti-racist and abolitionist tenants” of our collective work (Sinclair & Kucharczyk, n.d., p. 1), aiming to ameliorate inequity through knowledge sharing. Aligned with the special series, our work pointedly focuses on the role research plays in intentional efforts to move toward equity in special education transition.  \nMore specifically, this article is focused on intersectional research, which is one methodology for conducting research in service of equity. First, we define intersectionality, a theoretical  \nconstruct in which racism is one point in a constellation of affronts to equity. This theoretical construct serves as a basis for the development and application of intersectional research. We then present a rationale for the application of intersectional research specific to special education transition. Following the definition and rationale, we outline the theoretical assumptions that inform methods decisions for researchers aiming to conduct intersectional research. Next, we introduce a recent study in which we attempted to conduct intersectional research and we illustrate key elements of our approach with examples from our application. Finally, we reflect on our application of intersectional research","cbCaidpuPGT0xQNz","https://ap.wps.com/l/cbCaidpuPGT0xQNz","pdf",435523,12,"English","# Abstract\n# Intersectional Research as an Equity-Focused Methodology\n## Disparities and the Need for Critical Approaches\n## Definition and Rationale for Intersectionality\n## Foundational Claims and Research Assumptions\n## Positionality and Reflexivity\n## Application Examples and Implications","[{\"question\":\"What problem does the paper address regarding postschool outcomes?\",\"answer\":\"It addresses persistent disparities between student groups tied to intersecting historical marginalizations such as ableism, racism, classism, and linguicism.\"},{\"question\":\"How does the article define intersectional research in this context?\",\"answer\":\"It presents intersectional research as a critical methodology aimed at equity, grounded in intersectionality as a theoretical construct linking multiple forms of marginalization.\"},{\"question\":\"What is the role of positionality in the authors’ approach?\",\"answer\":\"The authors emphasize that positionality requires reflexivity, and they use first-person perspective to acknowledge identities, experiences, and perspectives influencing the research.\"}]","Intersectional Research as a Methodology for Shaping Transition Research in Support of Equitable Postschool Outcomes | PDF",1792086786]