ABSTRACT
This chapter presents a detailed map for infusing intersectional pedagogy that could apply to a wide range of courses within psychology as well as across social sciences, education, humanities, and interdisciplinary studies. The intersectional theory served to orient students to the major influence and infusion of intersectionality within the undergraduate Psychology of Women course: In 1989, Crenshaw introduced the term "intersectionality" to explain that complex identities (based on race, gender, sexuality, class, age, etc.) contrast with categorical generalizations about social groups. Pedagogical literature on increasing student engagement suggests the use of current events, popular culture, and news stories to help students recognize the immediate relevance of course content in their lives and "deconstruct dominant narratives". Educators teaching Psychology of Women, gender studies, ethnic studies, LGBT studies, and other diversity courses across psychology, other social sciences, humanities, and beyond commonly claim to value intersectionality in the curriculum.
