Embracing Diverse Women Veteran Narratives: Intersectionality and Women Veteran’s Identity (1 credit hour)

Program Summary:  This course applies the theory of intersectionality to women veterans and explores how women veterans often experience multiple forms of oppression such as racism, sexism, and classism.  The course examines how these experiences of oppression accumulate and affect identity formation.   Intersectionality is offered as an meaningful way to increase our understanding of women veterans’ lives and experiences.  Important concepts are discussed including markers of difference, institutional betrayal, horizontal hostility, and individual solutions.

This course is recommended for social workers, counselors, and therapists and is appropriate for beginning and intermediate levels of practice.


“Book  Open the Course Reading Here.

Reading:  Embracing Diverse Women Veteran Narratives:  Intersectionality and Women Veteran’s Identity by Vanessa Meade

Publisher:  Journal of Veterans Studies

Course Objectives:  To enhance professional practice, values, skills and knowledge by exploring intersectionality and women veteran’s identity

Learning Objectives:  Describe how an intersectionality framework can help us more fully understand women veterans’ experiences. Describe how different experiences of oppression can affect identity formation for women veterans.   Define concepts of institutional betrayal, markers of difference, and horizontal hostility.

Review our pre-reading study guide.

Course Available Until: December 31, 2025.

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1: By 2045, the number of women veterans is projected to increase from 9% to ____________ of the veteran population.
 
 
 
 
2: Intersectionality was first defined by Kimberle Crenshaw in an article in 1989 that addressed the intersection of
 
 
 
 
3: When people are targeted by bias based on many aspects of their identity, there is  ___________ impact that is important to understand.
 
 
4: Which of the following is a 'marker of difference'?
 
 
5: Which of the following is a marker of difference specific to the military and veteran culture?
 
 
 
 
6: Which of the following is an example of oppression?
 
 
 
 
7: Attrition rates for female service members were found to be_________ than males.
 
 
8: Some reasons women reported for leaving the military were
 
 
 
 
9: In a report by the DOD, ________ of women in the military reported being retaliated against for reporting sexual assault.
 
 
 
 
10: Horizontal hostility is the discrimination or bias within a
 
 
11: Which of the following describes the situation when an institution perpetrates harmful acts on individuals which depend on that institution?
 
 
 
 
12: "To care for him who shall have borne the battle, his widow, and his orphan," is
 
 
 
 
13: The concept of individual solutions values blaming
 
 
14: Small group discussions with women veterans include stories of
 
 
 
 
 
 
 
 
 

In order to purchase or take this course, you will need to log in. If you do not have an account, you will need to register for a free account.

After you log in, a link will appear here that will allow you to purchase this course.

G.M. Rydberg-Cox, MSW, LSCSW is the Continuing Education Director at Free State Social Work and responsible for the development of this course.  She received her Masters of Social Work in 1996 from the Jane Addams School of Social Work at the University of Illinois-Chicago and she has over 20 years of experience.  She has lived and worked as a social worker in Chicago, Boston, and Kansas City. She has practiced for many years in the area of hospital/medical social work.  The reading materials for this course were developed by another organization.

Course Available Until: December 31, 2025.
Filed under: Anti-Racism, Anti-Discrimination, Cultural Competence, Veterans, Women