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Intersectionality in Health Education

$49.00 USD

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Book
$49.00 USD

ISBN: 9781718221741

©2025

Page Count: 144


The concept of intersectionality considers the interconnected nature or overlap of multiple categorizations such as race, gender, sexual orientation, religion, socioeconomic class, and physical ability. For Black students already experiencing inequalities, being “Black and . . .” (female, queer, or another marginalized identity) can lead to encounters that further devalue their identities or leave them feeling unseen.

Intersectionality in Health Education seeks to prompt meaningful reflection on the current status of health education and to ultimately result in more equitable practices for all students. It will help health educators identify their implicit biases, examine how intersectionality is affecting Black students, and build classrooms where all students are seen and valued.

Through a collection of 10 case studies, Intersectionality in Health Education offers insights into the issues that students who identify as “Black and . . .” commonly face. The text, geared to health education teacher education (HETE) students as well as in-service teachers, does the following:
  • Illuminates culturally aware teaching strategies that affirm the worth of “Black and . . .” students
  • Amplifies crucial issues that negatively affect students with intersectional identities
  • Addresses intentional or unconscious biases that harm Black youths, thus broadening the book’s value beyond the sharing of teaching strategies
With a goal of generating a deeper understanding of how intersectionality creates complexities for Black students, the case studies in the book expose the disparities, racism, and other issues affecting students’ well-being, self-worth, and positive experiences in the health classroom. Each case includes discussion prompts that lead the way to effective strategies and immediate implementation opportunities. Topics explored include the following:
  • Self-awareness and social awareness in a predominantly white school environment
  • Classroom climate and culturally responsive teaching
  • The dilemma of Black health care access, socioecological factors, and social determinants of health
  • Health education spaces created with Black and Brown girls in mind
  • Perceptions, identity, and opportunities for Black males
Additionally, the text provides tips and guidance for writing your own case study. Through this experience, you will gain the opportunity to look at a scenario with the goal of observing and analyzing behaviors, reviewing theory and practices, and analyzing, problem solving, and promoting discussion on a given topic.

Intersectionality in Health Education will help preservice and in-service teachers adopt teaching practices that create a supportive, empathetic, and nurturing environment. In doing so, they can help validate “Black and . . .” students’ self-worth and swing the pendulum toward a more equitable experience in health education for all students.

Audience

K-12 health education teachers, staff, and district-level health coordinators. Supplemental resource for both undergraduate- and graduate-level health education teacher education (HETE) courses.
Case Study 1: “Why Can’t You Just Ask for Help?”
The dilemma of Black health care access, socioecological factors, and social determinants of health
Cara D. Grant

Case Study 2: “Don’t You All Do That?”
The stories we tell ourselves about others
Patricia Morgan

Case Study 3: How I Show Up: Black and Excellent
Self-awareness and social awareness in a predominantly white environment
Troy E. Boddy

Case Study 4: “Follow the Rules or Get Out of My Class”
Examining classroom climate and culturally responsive teaching
Brendan Joseph Tassy

Case Study 5: Black Joy
Moving away from a deficit narrative about Black girls
Deanna Toler Kuhney

Case Study 6: Learning From Landi
Intentionally creating health and physical education spaces with Black and Brown girls in mind
Porsche Vanderhorst

Case Study 7: The Danger of a Single Narrative
Perceptions, identity, and opportunities for Black males
Daryl C. Howard

Case Study 8: “What’s Your Pronoun?”
Navigating sexuality, gender expression, and LGBTQ+ community in health education
Tiffany Monique Quash

Case Study 9: “Pull Yourself Up by Your Bootstraps”
Understanding the cycle of poverty
Anika Thrower

Case Study 10: “It’s Time to Eat!”
Considering food justice and food equity
Victor Ramsey

Conclusion
Cara D. Grant, EdD, is the preK-12 health and physical education supervisor in a large Maryland school district. She is also a lecturer in the department of kinesiology and is the MCERT (master of education with certification) professional development schools coordinator with the College of Education. Grant earned her undergraduate degree from the University of Maryland–College Park; a master’s degree in secondary education, with a specialization in curriculum and instruction, from Bowie State University; and a doctorate in educational leadership from the University of Phoenix. She has worked in education, curriculum development, and teacher professional development for over 20 years in preK-12 education and for more than 4 years in higher education. She is a board member for the Society of Health and Physical Educators of Maryland (SHAPE Maryland) and serves as the chair for the Maryland State Department of Education Advisory Council on Health and Physical Education. She also serves on SHAPE America’s board of directors and is the SHAPE America president-elect.

Troy E. Boddy, DOL, is the retired director of equity initiatives for Montgomery County Public Schools in Rockville, Maryland. In this role, he and his team were responsible for supporting the development practices, policies, and procedures that create access, opportunities to learn, and equitable academic and social-emotional outcomes for underserved students. He has coordinated the design and delivery of 27 equity training modules that build the awareness, knowledge, and skills necessary to ensure schools create the conditions needed to produce equitable outcomes for student achievement and success. Additionally, Boddy is the cofounder of Student Equity Advocates and the Building Our Network of Diversity (BOND) Project. He is the codirector of the Sandy Spring Slave Museum, where he leads educational programs and professional learning. His publications include contributions to a case study for Life Case Studies for Inclusive Educators (2018) and Grandpa’s River, a computer-integrated cross-curricular simulation (2001). Boddy is currently the president of the East Coast Racial Equity Group and provides consulting services to companies, schools, and community organizations on the subject of addressing equity and creating equitable workplaces.

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Cara Grant,Troy Boddy

Intersectionality in Health Education

$49.00 USD
The concept of intersectionality considers the interconnected nature or overlap of multiple categorizations such as race, gender, sexual orientation, religion, socioeconomic class, and physical ability. For Black students already experiencing inequalities, being “Black and . . .” (female, queer, or another marginalized identity) can lead to encounters that further devalue their identities or leave them feeling unseen.

Intersectionality in Health Education seeks to prompt meaningful reflection on the current status of health education and to ultimately result in more equitable practices for all students. It will help health educators identify their implicit biases, examine how intersectionality is affecting Black students, and build classrooms where all students are seen and valued.

Through a collection of 10 case studies, Intersectionality in Health Education offers insights into the issues that students who identify as “Black and . . .” commonly face. The text, geared to health education teacher education (HETE) students as well as in-service teachers, does the following:
  • Illuminates culturally aware teaching strategies that affirm the worth of “Black and . . .” students
  • Amplifies crucial issues that negatively affect students with intersectional identities
  • Addresses intentional or unconscious biases that harm Black youths, thus broadening the book’s value beyond the sharing of teaching strategies
With a goal of generating a deeper understanding of how intersectionality creates complexities for Black students, the case studies in the book expose the disparities, racism, and other issues affecting students’ well-being, self-worth, and positive experiences in the health classroom. Each case includes discussion prompts that lead the way to effective strategies and immediate implementation opportunities. Topics explored include the following:
  • Self-awareness and social awareness in a predominantly white school environment
  • Classroom climate and culturally responsive teaching
  • The dilemma of Black health care access, socioecological factors, and social determinants of health
  • Health education spaces created with Black and Brown girls in mind
  • Perceptions, identity, and opportunities for Black males
Additionally, the text provides tips and guidance for writing your own case study. Through this experience, you will gain the opportunity to look at a scenario with the goal of observing and analyzing behaviors, reviewing theory and practices, and analyzing, problem solving, and promoting discussion on a given topic.

Intersectionality in Health Education will help preservice and in-service teachers adopt teaching practices that create a supportive, empathetic, and nurturing environment. In doing so, they can help validate “Black and . . .” students’ self-worth and swing the pendulum toward a more equitable experience in health education for all students.

Audience

K-12 health education teachers, staff, and district-level health coordinators. Supplemental resource for both undergraduate- and graduate-level health education teacher education (HETE) courses.
Case Study 1: “Why Can’t You Just Ask for Help?”
The dilemma of Black health care access, socioecological factors, and social determinants of health
Cara D. Grant

Case Study 2: “Don’t You All Do That?”
The stories we tell ourselves about others
Patricia Morgan

Case Study 3: How I Show Up: Black and Excellent
Self-awareness and social awareness in a predominantly white environment
Troy E. Boddy

Case Study 4: “Follow the Rules or Get Out of My Class”
Examining classroom climate and culturally responsive teaching
Brendan Joseph Tassy

Case Study 5: Black Joy
Moving away from a deficit narrative about Black girls
Deanna Toler Kuhney

Case Study 6: Learning From Landi
Intentionally creating health and physical education spaces with Black and Brown girls in mind
Porsche Vanderhorst

Case Study 7: The Danger of a Single Narrative
Perceptions, identity, and opportunities for Black males
Daryl C. Howard

Case Study 8: “What’s Your Pronoun?”
Navigating sexuality, gender expression, and LGBTQ+ community in health education
Tiffany Monique Quash

Case Study 9: “Pull Yourself Up by Your Bootstraps”
Understanding the cycle of poverty
Anika Thrower

Case Study 10: “It’s Time to Eat!”
Considering food justice and food equity
Victor Ramsey

Conclusion
Cara D. Grant, EdD, is the preK-12 health and physical education supervisor in a large Maryland school district. She is also a lecturer in the department of kinesiology and is the MCERT (master of education with certification) professional development schools coordinator with the College of Education. Grant earned her undergraduate degree from the University of Maryland–College Park; a master’s degree in secondary education, with a specialization in curriculum and instruction, from Bowie State University; and a doctorate in educational leadership from the University of Phoenix. She has worked in education, curriculum development, and teacher professional development for over 20 years in preK-12 education and for more than 4 years in higher education. She is a board member for the Society of Health and Physical Educators of Maryland (SHAPE Maryland) and serves as the chair for the Maryland State Department of Education Advisory Council on Health and Physical Education. She also serves on SHAPE America’s board of directors and is the SHAPE America president-elect.

Troy E. Boddy, DOL, is the retired director of equity initiatives for Montgomery County Public Schools in Rockville, Maryland. In this role, he and his team were responsible for supporting the development practices, policies, and procedures that create access, opportunities to learn, and equitable academic and social-emotional outcomes for underserved students. He has coordinated the design and delivery of 27 equity training modules that build the awareness, knowledge, and skills necessary to ensure schools create the conditions needed to produce equitable outcomes for student achievement and success. Additionally, Boddy is the cofounder of Student Equity Advocates and the Building Our Network of Diversity (BOND) Project. He is the codirector of the Sandy Spring Slave Museum, where he leads educational programs and professional learning. His publications include contributions to a case study for Life Case Studies for Inclusive Educators (2018) and Grandpa’s River, a computer-integrated cross-curricular simulation (2001). Boddy is currently the president of the East Coast Racial Equity Group and provides consulting services to companies, schools, and community organizations on the subject of addressing equity and creating equitable workplaces.

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