ABSTRACT
In future development of pedagogies that focus on teaching about the intersections of marginalized identities, more empirical research is needed to investigate the intersections of gender identity, sexual orientation, race, and ethnicity. A future direction focuses on the institutional dynamic regarding the social justice paradigm and its interconnections with tenets of intersectionality. Of course, what happens in the classroom correlates with institutional-level issues, such as teaching-oriented resources, student evaluation processes, and tenure and promotion procedures. Teaching about multiple marginalized identities inevitably involves difficult dialogues in the classroom. An intersectionality approach to teaching about identity must intentionally elevate the voices of the oppressed and recognize the synergistic relationships between societal, institutional, group, and individual systems of oppression. The recursive funnel approach contrasts the typical approach of learning about individual groups of identity that can give the impression, for example, that racial health disparities are not connected to health disparities experienced by transgender people.
