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ERIC Number: EJ1234956
Record Type: Journal
Publication Date: 2019-Nov
Pages: 4
Abstractor: ERIC
ISSN: ISSN-0164-775X
Using Intersectionality as a Tool for Social Justice with Low-Income and Economically Marginalized Children and Youth
Parris, Leandra; Proctor, Sherrie L.; Panebianco, Andrea; Crossing, Adrianna E.
Communique, v48 n3 p1, 16-18 Nov 2019
Children and youth who experience low-income and economic marginalization (LIEM) suffer inequities in education, healthcare, housing, and postsecondary outcomes. LIEM is a broad conceptualization of poverty that incorporates many aspects of what it means to be economically oppressed, including access to limited financial resources and marginalization related to social class. Because economic and social class are powerful factors in access to resources, supports, and opportunities, LIEM represents one of the more pressing social justice issues school psychologists must be prepared to address in their daily professional practices. To this end, this article on LIEM and intersectionality is one of the first in a series the National Association of School Psychologists (NASP) Social Justice Committee (SJC) has developed to facilitate equitable processes and socially just outcomes for children and youth who endure LIEM. To help readers fully understand issues these children and youth can face as a result of their social identities, the authors first describe the origin and meaning of the term intersectionality.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A