This article analyzes the effectiveness of an activity we developed to help students better understand intersectionality. Intersectionality is an analytic concept that signifies ways that inequalities may overlap to create unique forms of privilege and subjugation. In the activity, students use assigned vignettes from the perspective of research participants in our own ethnographic data (including excerpts from interviews and field notes) to interact with peers assigned both similar and dissimilar perspectives and experiences. The vignettes draw attention to intersectionality in a way that helps students embody participants’ experiences with privilege and subjugation. Our analysis of the activity’s effectiveness demonstrates that when learning is interactive, is dialogical, and draws from real narratives, students and instructors can effectively explore nuanced interpretations of relatively tough concepts, such as intersectionality. We argue that the embodiment of ethnographic data is a useful mechanism for helping students connect abstract sociological concepts to uniquely experienced realities.

中文翻译：

---

体现不平等：使用民族志数据来教授交叉性

本文分析了我们开发的一项活动的有效性，以帮助学生更好地理解交叉性。交叉性是一个分析概念，表示不平等可能重叠以创造独特形式的特权和征服的方式。在活动中，学生在我们自己的民族志数据（包括采访和实地笔记的摘录）中使用从研究参与者的角度分配的小插曲，与被分配相似和不同观点和经历的同龄人互动。这些小插曲以一种帮助学生体现参与者的特权和征服体验的方式引起人们对交叉性的关注。我们对活动有效性的分析表明，当学习是互动式的、对话式的并借鉴真实的叙述时，学生和教师可以有效地探索相对棘手的概念（例如交叉性）的细微差别。我们认为，民族志数据的体现是一种有用的机制，可以帮助学生将抽象的社会学概念与独特的经验现实联系起来。