Abstract
The theoretical framework of intersectionality shows much promise in exploring how multiple social identities and their relationships with interlocking systems of power influence educational equity, particularly for historically underserved groups in education. Yet, social scientists have critiqued this framework for not adequately specifying how these dimensions shape life opportunities. This essay draws on the work of sociologist Floya Anthias to advance a conceptual model of intersectionality for educational research. This model addresses how different levels of analysis, types of practices, and relationships between social categories separately or together affect educational opportunities. To illustrate the model’s utility in research, policy, and practice, I apply this model to understand contextual influences on Latino im/migrant students’ college access.
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