Intersectionality, Reflexivity, and Assessment

30 Pages Posted: 4 Feb 2013

Abstract

Failing to engage diversity leads to “enforcing silence,” a kind of “micro-oppression” that denies the existence of diverse identities and structural oppressions (Asher 2007, 67; Pérez Huber 2010). This paper strategizes how to assess student learning about multiple forms of diversity, when teaching techniques stress reflexivity. The paper seeks to understand how pedagogy and assessment can move beyond gauging diversity through the single dimensions of gender, race, class, etc.; and instead view diversity as a multidimensional concept, through the lens of intersectionality. The paper presents a rubric and a focus group script designed to assess learning outcomes in the social sciences, at the program or course level.

Keywords: assessment, intersectionality, diversity, teaching

Suggested Citation

Ortbals, Candice, Intersectionality, Reflexivity, and Assessment. APSA 2013 Teaching and Learning Conference Paper, Available at SSRN: https://ssrn.com/abstract=2210686 or http://dx.doi.org/10.2139/ssrn.2210686

Candice Ortbals (Contact Author)

Pepperdine University ( email )

Malibu, CA 90263
United States

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