Intersectional Identity: Exploring the Experiences of Successful African American/Black and Hispanic/Latino Professionals in Learning, Design, and Technology

Abstract

This case study explored the experiences of Black and Hispanic/Latino professionals in the field of Learning, Design, and Technology (LDT) through the lens of intersectionality. Intersectionality is a framework that considers how various aspects of a person’s social identities (like race, ethnicity, gender, class, etc.) combine to create different modes of discrimination and privilege (Crenshaw, 1989). The study sought to gain knowledge from the experiences of Black and Hispanic LDT doctorate recipients as it relates to the success of minorities in STEM. The focus was on understanding these experiences in a nuanced way that acknowledges the complex interplay of multiple identity factors. The case study included five successful professionals in LDT who self-identified as members of the study population. The findings revealed that their experiences are shaped by the intersecting forces of race, ethnicity, gender, and identity. These professionals have faced significant challenges in navigating their identity in the pursuit of their doctorate and in their profession, but they also demonstrated remarkable resilience and commitment to promoting diversity and inclusion within the field.