Embedding intersectionality agenda into built environment students experience

To provide more equitable and inclusive educational experiences, prior research highlights the growing significance of incorporating intersectionality into learning environments. The idea of intersectionality draws attention to the ways in which various aspects of identity such as ability, gender, sexual orientation, race, socioeconomic status, and other social categories interact to give people particular kinds of advantage or injustice. These intersecting identities have a big impact on how children behave during lessons and the possibilities accessible to them. However, these complexities are frequently ignored by traditional educational frameworks, which results in the experiences of marginalised students being overlooked or misrepresented. In order to properly represent the variety of student backgrounds and requirements, there is an intense effort to incorporate intersectional perspectives into educational policy and teaching methods. Future research needs to provide marginalised communities' perspectives top priority because their voices provide important insights into the challenges they encounter in educational environments. Engaging these communities through collaborative research methodologies will result in more effective, context-specific solutions because they have historically been under-represented in research. This ensures that rather than using overall, universal approaches, educational frameworks are customised to accommodate the various demands of students. To evaluate the long-term impacts of intersectional approaches on students' experiences and results, long-term study is also crucial. Although the immediate effects are partially acknowledged, long-term effects of intersectional approaches are less recognised on social mobility, personal development, and academic success. Longer-term research will provide greater clarity on the long-term advantages of inclusive teaching. Additionally, occupations that have previously struggled with diversity and inclusion, including the built environment and STEM, must incorporate intersectionality. Educational institutions can contribute to the development of more accessible and diverse sectors, promoting innovation, equality, and equity for marginalised groups, by implementing intersectional frameworks in these disciplines. This change will improve the disciplines themselves as well as the chances for underprivileged students, which will benefit society in general.

Citation

Suresh, S., Perera, R., Sarrakh, R., Renukappa, S., Abdalla, W., Starr, S., Gangegowda, C.K. (in press) Embedding intersectionality agenda into built environment students experience. 39th British Academy of Management Conference, 3rd-5th September, 2025, Kent Business School, University of Kent.

Type

Conference contribution

Language

en

Description

This is an accepted manuscript of a paper presented at BAM 2025, 3rd-5th September, 2025, Kent Business School, University of Kent. The accepted version of the publication may differ from the final published version.

Collections

Faculty of Science and Engineering