Chapter 2: Intersectional Influences of Socioeconomic Status, Gender, and Location on Education Consultants’ Opportunities and Experiences

This chapter presents the findings from an exploratory mixed-methods study that examined the significance of social location(s) and intersectionality in shaping the opportunities and experiences of an international sample of individuals with experience working as contract-based education consultants. Education consulting is a growing field, attracting entrepreneurial professionals from practitioner and academic communities around the world; however, very little research exists on this diverse and diffused group of workers. The research sought to answer two questions: (a) What is the influence of social identity and social position(s) on education consulting opportunities and experiences? (b) What benefits and challenges do educational development consultants experience in their work? Insights from feminist intersectionality theory guide the analysis and discussion. The central argument made, based on the findings from the online survey and interviews with consultants, is that social location – particularly as related to socioeconomic status, gender, and geographic location – and while temporally and spatially contingent are perceived to be the most significant and intersecting factors shaping who secures contracts as well as the nature and value of such experiences for individuals’ personal and professional development and professional impact overall.