Seeing the Unseen: Intersectionality, Stereotypes, and the Pursuit of Educational Justice

Centering on the pursuit of educational justice, this paper explores intersectionality theory, the impact of stereotypes on educational equity, and practical pathways to address related issues. Firstly, it elaborates on the core of intersectionality theory: an individual's identity is shaped by the interaction of multiple social categories such as race, gender, and class. It emphasizes the need to translate this theory into concrete capabilities through Gorski's "Equity Literacy" framework, with a focus on the power structures underlying differences in policy design, resource allocation, and teacher-student interactions. Secondly, combining the three-tier data framework of "Street Data" (satellite layer, map layer, street layer) with the systematic process of "Data Cycle," the paper takes the low willingness of girls in rural senior high schools to choose STEM courses as a case study. It analyzes influencing factors such as gender stereotypes and proposes data-driven intervention strategies. Finally, the paper expounds on the core concept of educational equity, pointing out that it is not a "one-size-fits-all" equality but substantive fairness that accounts for individual differences. Its value permeates both individual development and social progress and needs to be implemented in practices such as classroom interactions and resource allocation.