Intersectional Identity and Well-being During COVID-19: An Investigation into the Disproportionate Effects of Stress and Burnout on Educators Holding One or More Marginalized Identities

This intersectional study critically examines the mechanisms contributing to perceptions of stress, stigma, burnout, and well-being for educators holding one or more marginalized identities. Survey data were collected from American educators (N = 450) in the spring of 2021 to assess inequities experienced during the COVID-19 pandemic. Analyses reveal the unequal effects of prolonged stress on the health of marginalized educators. Results of this study highlight the utility of intersectional inquiry for understanding the disproportionate effects of public health crises on marginalized members of the public and can inform educational and public health policies that promote equity and inclusion while reducing hierarchical systems of power and oppression. Furthermore, this research underscores the need to reevaluate best practices for sampling and data cleaning to decenter norms of Whiteness and heteronormativity and embrace the multifaceted nature of identity.