Intersectionality in the Sport Psychology Classroom: Reflections From a Neophyte Instructor

in Journal of Clinical Sport Psychology

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Shelby N. AndersonDepartment of Kinesiology, University of North Carolina, Greensboro, NC, USA

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Sport psychology scholars have long called for the field to take intersectional approaches to research and applied practice. Missing from this call is the study of intersectionality in the classroom. Therefore, the purpose of this practice paper is to provide a resource for sport psychology practitioners to take an intersectional approach in their teaching. First, the author provides a brief overview of intersectional theory and approaches to using anti-oppressive practices in the classroom. The author then reflects on their experience utilizing an intersectional lens as a neophyte instructor. Finally, the author discusses lessons learned from this teaching experience. This practice paper serves as a resource for sport psychology scholars and practitioners to integrate the study of intersectionality in their roles. While this paper is written for the higher education classroom, all readers will gain knowledge on intersectional theory and how it can be integrated in their scholarship or applied practice.

Address author correspondence to snander2@uncg.edu, https://orcid.org/0000-0001-8145-9742.

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