This [intersectional] approach requires both student and mentor to acknowledge that true professional development, incorporating belonging, requires affirmation, not assimilation.

(The other striking example of affirmation, not assimilation I’ve seen in a textbook for future school teachers enrolled in SFSU credential program. There was a chapter in the textbook on how to recognize signs of a student belonging to a youth band culture - and how to respect and affirm it. No, I am not kidding.)