Intersectional Classrooms: Gender, Social Stratification, and the Reproduction of Educational Inequality

Abstract

This study explores how classrooms function as sites where gender and social class intersect to reproduce educational inequality. Using a qualitative research design, data were collected through purposive sampling of published research documents, including peer-reviewed articles, ethnographies, and theoretical analyses. Thematic analysis was employed to identify seven major themes: 1) gendered expectations and classroom norms, 2) class-based access to cultural and social capital, 3) intersection of gender and class in academic recognition, 4) curriculum relevance and knowledge production, 5) peer dynamics and social stratification, 6) resistance, agency, and negotiation strategies, and 7) institutional structures and policy implications. The findings reveal that gendered norms, class-based resources, and institutional practices interact to shape participation, recognition, and access to knowledge, often privileging students from dominant social groups whereas marginalizing others. Simultaneously, students exercise agency through negotiation and resistance, highlighting the dynamic interplay between structure and individual action. The study underscores the importance of intersectional approaches to understanding and addressing educational inequalities, with implications for policy, pedagogy, and inclusive classroom practices.