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ERIC Number: EJ1111732
Record Type: Journal
Publication Date: 2014-Feb
Pages: 21
Abstractor: As Provided
ISSN: ISSN-2014-3591
Layered Identities and Being Gabby: A Five-Year Longitudinal Case Study
Compton-Lilly, Catherine
International Journal of Educational Psychology, v3 n1 p1-20 Feb 2014
Compton-Lilly examines the identity construction of one student, Gabby, over a five year period to explore layers of gender and race that affect identity construction. In particular, she asks how does being female and Latino contribute to the ways Gabby and her family make sense of Gabby. Compton-Lilly draws on a rich data set (e.g., observations, interviews, artwork, photographs, writing) to explore the various ways Gabby enacts her identities in the contexts of home and school. Through this analysis, the roots of intersectionality become visible. In short, we begin to understand how identities are enacted within contested spaces where the figured worlds people bring--entailing the ways of being, acting, and interacting that are available to self and others--align and clash both presenting and restricting possibilities.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A