For example, a student of Haitian origin with a learning disability will encounter obstacles not only because of their ethnocultural background OR disability, but because of the intersectional nature of these multiple identities.
To cite this dossier
The concept of “intersectionality” can shed new light on multiple student realities, by transforming the perceptions and understanding of current issues (Fauteux, 2017).
In the literal sense, inter-sectionality is the point at which an individual’s identities intersect. It is not a matter of identities being added up. It is about social categories, such as gender, being part of a racialized group or social class, intersecting or intertwining (Harper & Kurtzman, 2014; Hill Collins & Bilge, 2020).
An Indivisible Experience
According to the intersectional perspective, different realities are not hierarchical: a student’s experience of racism is just as valid as another student’s experience of homophobia. Moreover, while anti-discriminatory actions often focus on a single form of discrimination (e.g., sexism experienced by female students), an intersectional perspective takes into account the fact that several forms of discrimination (such as homophobia, racism, sexism) can be experienced at the same time in a person’s life (Université du Québec en Abitibi-Témiscamingue, 2020).
The emergence of intersectional thinking dates back to the turn of the twentieth century, when the complexity of systems of oppression on the African-American population was revealed (Harper and Kurtzman, 2014). However, it was at the turn of the 1990s that the term “intersectionality” was used to illustrate the situation of African-American women and emphasize the indivisible nature of a person and their experience, on the basis of the interdependence of social categories (gender, class, disability, etc.).
In the province of Québec, twenty years later, the concept of intersectionality has been revived to reflect women’s different experiences (Bilge, 2009; Juteau, 2010). For instance, an educated white woman does not live the same reality as does an immigrant woman.
A Tool for Analyzing Inequalities
In addition to being an interdisciplinary theory, intersectionality is an analytical tool (Lépinard & Mazouz, 2021) that allows better understanding how identities (e.g., gender, social class, age, ethnocultural origin, disability) overlap and interact simultaneously to produce and maintain inequalities (Université du Québec en Abitibi-Témiscamingue, 2020).
Therefore, an intersectional view sees inequalities as the product of the intersection of different social situations, power relations and experiences (ibid.).
Intersectionality
The intersectional approach operates on two levels:
- Microsocial: by questioning the effects of inequalities on individual lives, as well as the unique configurations arising from the interaction of identity affiliations;
- Macrosocial: by looking at the ways in which systems of power, such as economic, religious and governmental institutions, laws, policies and the media, contribute to the (re)production of inequalities (Université du Québec en Abitibi-Témiscamingue, 2020).
The intersectional analysis can go further by taking into account four dimensions of social life:
–Organizational, referring to social, political and economic organizations;
–Intersubjective, referring to interpersonal relationships in formal or informal situations;
–Experiential, referring to the subjective experience of people, the way they perceive themselves and their attitudes toward others;
–Representational, referring to the frame of reference from which individuals and groups see themselves and the world (ibid.).
Since it allows going beyond the one-dimensional explanation of inequalities, the intersectional approach can be used to analyze a whole range of social and cultural issues. In that respect, it is a powerful analytical tool for integrating issues of diversity, equity and inclusion (Université du Québec en Abitibi-Témiscamingue, 2020).

The concept of “privilege” (see The Wheel of Intersectionality) refers to an advantage granted to a person or group of persons based on their identity or status in society and the value placed on it (e.g., sexual orientation, presence or absence of disability, membership to a majority or minority group) (Collège Ahuntsic, 2022).
The Capacity to Act
The intersectional approach is of interest to professional and intervention teams in higher education institutions as it sheds light on the diversity of the entire population targeted for inclusive education (Bauer & Borri-Anadon, 2021).
In terms of a sense of belonging, sharing experiences helps connect people and build solidarity (Fauteux, 2017). Indeed, the intersectional perspective includes the ability of people to develop common strategies and show solidarity on the basis of their identity experiences (Pagé, 2014). This capacity for mobilizing action, despite the weight of obstacles and discrimination, is at the heart of the founding principles of intersectionality: African-American women have been leaders in their communities by creating movements to take back power (Harper, 2013).
Intersectionality is a concept as well as an analytical tool that can be used to better understand the different forms of inequality experienced by students. It can also be used to better understand how sharing these experiences can lead to the creation of common strategies for equity and inclusion.
References
Bauer, S. & Borri-Anadon, C. (2021). De la reconnaissance à l’invisibilisation : une modélisation des enjeux conceptuels de la diversité en éducation inclusive. Alterstice : revue internationale de la recherche interculturelle, 10(2), 45‑55.
Bilge, S. (2009). Théorisations féministes de l’intersectionnalité. Diogène, 225(1), 70‑88.
Collège Ahuntsic (2022). Portail (auto)éducatif EDI. Je te vois, je t’entends, je t’écoute.
Duckworth, S. (2020). Wheel of Power/Privilege [image en ligne]. Instagram.
Fauteux, J. (2017). Vers de nouvelles pratiques intersectionnelles : quand parcours migratoire se conjugue avec situation de handicap [mémoire de maitrise, Université de Sherbrooke]. Savoirs UdeS.
Harper, E. (2013). Ancrages théoriques entre l’intersectionnalité et les pratiques narratives en travail social. Dans E. Harper et H. Dorvil (dir.), Le travail social. Théories, méthodologies et pratiques (p. 47‑78). Presses de l’Université du Québec.
Harper, E. & Kurtzman, L. (2014). Intersectionnalité : regards théoriques et usages en recherche et en intervention féministes : présentation du dossier. Nouvelles pratiques sociales, 26(2), 15‑27.
Hill Collins, P. & Bilge, S. (2020). Intersectionality (2e éd.). Wiley.
Juteau, D. (2010). « Nous » les femmes : sur l’indissociable homogénéité et hétérogénéité de la catégorie. L’Homme & la Société, 176‑177(2‑3), 65‑81.
Lépinard, É. & Mazouz, S. (2021). Pour l’intersectionnalité. Éditions Anamosa.
Pagé, G. (2014). Sur l’indivisibilité de la justice sociale ou Pourquoi le mouvement féministe québécois ne peut faire l’économie d’une analyse intersectionnelle. Nouvelles pratiques sociales, 26(2), 200‑217.
Université du Québec en Abitibi-Témiscamingue (2020). L’intersectionnalité [vidéo].
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