Present students with a definition or have students work in pairs to come up with a definition of intersectionality. Share out definitions and write a class definition of intersectionality on the board.

Bring students together in a large circle. If the class is large, consider creating two smaller circles. Explain that the purpose of a Socratic seminar is to consider an issue from different perspectives through the use of student-led questioning. Set norms for the discussion. Recommended norms include: share airtime, listen actively, call on the next speaker, stay grounded in the text, and take notes. Allow students to discuss, and either observe or participate as a fellow learner. 

In a Socratic seminar, students ask and answer questions about a given text or source, and conversation flows more organically than in a teacher-led discussion. For this seminar, have students read Marita Bonner’s essay “On Being Young–A Woman–And Colored.” Since the text is quite lengthy, consider assigning it for homework or giving an additional class period for students to read and analyze the source prior to the discussion.

After the seminar, lead a reflection in which students answer the following questions:

• Why is this essay important for students learning about the Harlem Renaissance?
• How did gender impact Black artists during the Harlem Renaissance?
• How does the theory of intersectionality relate to the essay?
• Bonner’s style is dramatically different from other essays we have read from the Harlem Renaissance. Why might that be, and how does her style impact her meaning?
• Why did Bonner write with a male pseudonym?
• To what extent does Bonner’s essay still apply today?