Designing with Intersectionality in Mind

Designing instruction with intersectionality in mind involves creating lessons that acknowledge the overlapping identities students bring to the classroom, such as race, gender, culture, language, and socioeconomic background. It’s about understanding that many factors—not just one—shape each child’s learning experience. When teachers design with intersectionality in mind, they move beyond a “one size fits all” approach and develop lessons that reflect the full diversity of their students’ lives.

What Is Intersectionality?

Intersectionality is a concept introduced by scholar Kimberlé Crenshaw (1989) to explain how different aspects of identity, such as race, gender, class, and language, intersect to shape people’s experiences. For example, a Latina student who is bilingual and from a working-class family may face different challenges than a white English-speaking classmate. Her learning experience is influenced by how her multiple identities intersect.

In education, intersectionality helps teachers see the whole child. A student’s language background, family structure, and community all influence how they learn and participate. When teachers understand these intersections, they can create lessons that are more inclusive, fair, and empowering for everyone.

Example: Intersectionality in Practice

Imagine a sixth-grade language arts lesson on the theme “Identity.” Instead of assigning one text to everyone, the teacher provides several options by diverse authors such as Jacqueline Woodson, Sandra Cisneros, Jason Reynolds, and Julia Alvarez. These writers explore different racial, linguistic, and cultural experiences.

Students choose a text that personally connects to them. A bilingual student might choose The House on Mango Street by Sandra Cisneros, which blends English and Spanish to celebrate the beauty of bicultural identity. Another might select Brown Girl Dreaming by Jacqueline Woodson to explore race and belonging through poetry.

After reading, students answer the question:

“How does the author’s identity shape their story, and how do your own identities shape the way you understand it?”

They can share their reflections through a personal story, bilingual response, or poem. This flexibility lets students express themselves in the languages and forms that feel most authentic to them.

Why This Activity Reflects Intersectionality

This lesson demonstrates intersectionality in action because it:

1. Highlights diverse voices: Students read works by authors from different racial, linguistic, and gender backgrounds.
2. Supports choice and expression: Students select texts and ways to express themselves that reflect their identities.
3. Celebrates linguistic diversity: Bilingual or multilingual responses showcase how language influences identity.
4. Promotes equity: Providing time and resources in class ensures all students can participate, no matter their background.

This approach helps students see literature as both a mirror of their own experiences and a window into others’. It teaches empathy, critical thinking, and belonging —key goals of intersectional education.

Why Intersectionality Matters in Education

An intersectional perspective helps teachers understand how privilege and discrimination manifest in classrooms. For example, English-only policies can put emergent bilinguals at a disadvantage, while a curriculum focused on one culture might make others feel invisible. Designing lessons with intersectionality in mind enables teachers to create space for every student’s identity and voice. This approach supports culturally responsive teaching (Gay, 2018) and culturally relevant pedagogy (Ladson-Billings, 1995). It prompts teachers to ask:

• Whose voices are included in my lessons?
• Whose experiences are missing?
• How can I make learning meaningful for all students?

When students see their languages, cultures, and experiences reflected in the classroom, they feel valued and confident. This sense of belonging fosters higher engagement, stronger participation, and academic success (Nieto, 2010).

Connecting Intersectionality and Translanguaging

Intersectionality and translanguaging both promote inclusive teaching that celebrates the whole student. While intersectionality highlights multiple identities, translanguaging stresses language as part of that identity. Allowing students to use their home languages alongside English recognizes that language and culture are deeply connected. For example, a student who identifies as Haitian American might write a poem using both English and Haitian Creole. This blending of languages isn’t a barrier, it’s a bridge that helps her express her full identity. Combining intersectional and translanguaging approaches affirms students’ multiple identities and shows them that their diversity is a strength.

 Conclusion

Designing instruction with intersectionality in mind means teaching with awareness, empathy, and equity. It recognizes that race, language, gender, and class all shape how students learn and experience school. When teachers design lessons that reflect these intersections, they build classrooms where every student can see themselves, share their voice, and succeed. By connecting intersectionality and translanguaging, educators create inclusive spaces where every story matters and every language is honored. This approach does not just teach content; it teaches respect, empowerment, and the true meaning of belonging.