Kimberlé Crenshaw’s scholarship on Black women has been the springboard for numerous education studies in which researchers use intersectionality as a theoretical framework; however, few have considered the possibilities of intersectionality as a methodological tool. In this literature synthesis, the authors (a) examined studies about Black women in higher education that had been published in the past 30 years to understand how those scholars applied intersectionality across Crenshaw’s three dimensions (i.e., structural, political, and representational) and (b) advanced a set of four strategies, arguably providing a guide for engaging “intersectionality methodology,” what the authors coin as “IM.” Implications for higher education research and social science research broadly are also presented.

中文翻译：

---

对交叉性方法论的理解：30 年黑人妇女在高等教育中的经历的文献综合

金伯利·克伦肖 (Kimberlé Crenshaw) 对黑人女性的奖学金一直是众多教育研究的跳板，研究人员将交叉性作为理论框架；然而，很少有人考虑将交叉性作为一种方法工具的可能性。在这篇文献综合中，作者 (a) 研究了过去 30 年发表的关于高等教育中的黑人女性的研究，以了解这些学者如何在克伦肖的三个维度（即结构、政治和代表性）中应用交叉性，并且（ b) 提出了一组四项策略，可以说为参与“交叉性方法论”提供了指导，作者将其称为“IM”。还广泛介绍了对高等教育研究和社会科学研究的影响。