[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-599019-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-599019-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","reassessing-intersectionality-affirming-difference-in-higher-education","Reassessing Intersectionality: Affirming Difference in Higher Education","","This essay reviews Jay Dolmage’s Academic Ableism: Disability and Higher Education and Asao Inoue’s Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future to remind composition instructors how intersectionality and accessibility reshape writing instruction and assessment. It argues that both texts prompt instructors to challenge conventional success and failure and to interrogate unequal power relations between instructors and students. It emphasizes acknowledging and affirming difference as essential for a socially just writing classroom.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/reassessing-intersectionality-affirming-difference-in-higher-education/599019/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/reassessing-intersectionality-affirming-difference-in-higher-education/599019.png","ImageObject",300,407,{"name":42,"@type":43},"jay","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of this review essay?","Question",{"text":63,"@type":64},"The essay reviews two works to remind composition instructors of the importance of intersectionality and accessibility in higher education and especially in writing assessment.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the essay clarify intersectionality beyond the “intersection of identities” idea?",{"text":68,"@type":64},"It argues that intersectionality is not just combining two identities; it focuses on overlapping oppressions that become more vulnerable within institutional contexts.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the essay say about success and failure in academic models?",{"text":72,"@type":64},"It explains that mainstream measures of success often assume particular physical and social norms, so alternative models are needed to avoid miscategorizing students’ potential and ability.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},599019,1792165685,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":97,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Current Issue  From the Editors  Weblog  Editorial Board  Editorial Policy  Submissions Archives  Accessibility  Search  \nComposition Forum 39, Summer 2018  \nReassessing Intersectionality: Affirming Difference in Higher Education  \nCharlesia McKinney  \nAbstract: This essay offers a review of Jay Dolmage’s Academic Ableism: Disability and Higher Education and Asao Inoue’s Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future with the intent of reminding composition instructors of the importance of intersectionality and accessibility. Each text encourages us to challenge traditional perceptions of success and failure thereby also interrogating imbalanced power dynamics between instructors and students particularly in regards to writing assessment and other pedagogical priorities. Finding ways to acknowledge difference, and affirm it, is vital to our collective success especially in the writing classroom.  \nDolmage, Jay T. Academic Ableism: Disability and Higher Education. U of Michigan P, 2017.  \nInoue, Asao B. Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future. WAC Clearinghouse, 2015.  \nMany composition instructors grapple with how to best serve students who are historically and currently underserved, silenced, marginalized, and misunderstood; instructors are even further challenged when marginalized identities intersect. In mainstream conversations, the theory of intersectionality is often perceived as the mere intersection of any two identities; however, this popular misconception does not align with Kimberlé Crenshaw’s original iteration, which addressed overlapping oppressions that are made even more vulnerable within institutional contexts.  \nTo illustrate this theory, Crenshaw, as a lawyer, observed the law’s inability to protect individuals who experienced institutional dual oppression; she surveyed Black women who struggled to find work because there was not an existing framework to recognize their oppressed position as Black people and also as women. There were frameworks for Black men and for white women yet there was not a viable lens to recognize the specific oppression experienced by Black women. This demonstrates that the intersection of oppressed identities is different than the intersection of a privileged identity and an oppressed identity, which is often lost in mainstream conversations.  \nConsidering most scholarship addresses only one identity due to constraints of space and time, Jay Dolmage, in Academic Ableism: Disability and Higher Education focuses on disability while Asao Inoue, in Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future , prioritizes race, yet both authors reference intersectionality to remind us that individuals can hold two or more oppressed identities. This is especially important since any attempt to prioritize one oppressed identity over another merely reinforces oppression. In this review essay I use an intersectional lens to highlight key concepts from both texts, which raise further questions about intersectional approaches in higher education, most specifically in the composition classroom.  \nChallenging Traditional Notions of Success and Failure  \nTo adopt an intersectional approach within oppressive institutions means re-examining our models of success and failure as they are shaped by mainstream measures; in other words, if success is exclusively modeled after thin, able-bodied, white, straight, Christian, cisgender male ability, all others will be discounted. To use one standard for all students inaccurately categorizes student potential and ability by holding them to misshapen standards (Inoue 9) . Just as architectural designs indicate who is welcomed physically, intellectual models reveal which persons are  \nanticipated to excel. Dolmage and Inoue are concerned with issues of equitable access and each text challenges us to examine our ","cbCaiotvgmrIvm3Y","https://ap.wps.com/l/cbCaiotvgmrIvm3Y","pdf",68748,"English","# Abstract\n# Reassessing Intersectionality: Affirming Difference in Higher Education\n## Challenging Traditional Notions of Success and Failure","[{\"question\":\"What is the purpose of this review essay?\",\"answer\":\"The essay reviews two works to remind composition instructors of the importance of intersectionality and accessibility in higher education and especially in writing assessment.\"},{\"question\":\"How does the essay clarify intersectionality beyond the “intersection of identities” idea?\",\"answer\":\"It argues that intersectionality is not just combining two identities; it focuses on overlapping oppressions that become more vulnerable within institutional contexts.\"},{\"question\":\"What does the essay say about success and failure in academic models?\",\"answer\":\"It explains that mainstream measures of success often assume particular physical and social norms, so alternative models are needed to avoid miscategorizing students’ potential and ability.\"}]","Reassessing Intersectionality: Affirming Difference in Higher Education | PDF",1792088018,13]