Mildred Boveda

In her scholarship, she uses the terms " intersectional competence " and "intersectional consciousness" to describe teacher education for understanding diversity and how students, families, and colleagues have multiple socio-cultural markers of identity that intersect in complex and nuanced ways. Establishing evidence of validity for these constructs serves as a connecting thread throughout her empirical research agenda. For example, she has designed the Intersectional Competence Measure and the Intersectional Conscious Collaboration Protocols by drawing from Black feminist theory and collaborative teacher education for inclusion research.

Dr. Boveda started her career as a special education teacher in Miami Dade County Public Schools, and has since engaged in various professional roles that allow her to examine the research, practice, and policies involved with educating students with diverse needs. Dr. Boveda is a Black Latina woman (Afro-Latina) who comes from a working-class background with parents who had no formal education. She primarily spoke Spanish in her childhood home and has familial ties to the Dominican Republic. She draws from Black and endarkened feminisms to inform her research in special education, inclusive education, and university-based teacher education. Although she does not have a disability, she turns to disabled theorists, that is theorists who consider disability as a salient sociocultural marker of their identity, to interrogate and disrupt how ableist ideologies appear in her work (e.g., Miles et al., 2017).

Link to Scholars professional site:

Mildred Boveda

https://ed.psu.edu/directory/dr-mildred-boveda