What does it mean to expand the epistemological terrain in education research to improve educational equity? This feature article attends to this question by opening a national conversation with education researchers who take up intersectionality in their study of Black women in higher education, specifically, the application of Kimberlé Crenshaw’s intersectionality dimensions—structural, political, and representational. We surveyed the authors of 23 peer-reviewed research studies that engaged intersectionality across Crenshaw’s dimensions. Findings showed that the majority of the studies were published in journals with low-impact factors. Additionally, authors indicated that they experienced pushback in the publishing process, including having to justify their work to journal editors and responding to reviewers who did not value their work. Implications are discussed.

扩大教育研究的认识论领域以提高教育公平性意味着什么？这篇专题文章通过与在研究黑人妇女的高等教育中从事交叉研究的教育研究人员展开全国性对话来解决这个问题，特别是金伯莱·克伦肖在结构，政治和代表性方面的交叉性应用。我们调查了23个经过Crenshaw维度交叉研究的同行评审研究的作者。研究结果表明，大多数研究是在影响力较小的期刊上发表的。此外，作者指出，他们在出版过程中遇到了挫折，包括必须向期刊编辑证明其工作合理性，并对不重视其作品的审稿人做出回应。