The study seeks to confront the challenge of incorporating the role of inequality, identity, and intersectionality into political science teaching and learning. In this quasi-experimental design, we explore the variation in two introductory courses in public policy. The design and content were similar for both sections. For the experimental section, we integrated intersectional political science pedagogy. This section employed a flipped classroom, introducing innovative approaches to grading and assessment that were accessible, inclusive, and anti-racist. In the control group section, the course was traditionally taught without supplemental material on intersectionality or the more innovative and unconventional pedagogy. We hypothesize that students enrolled in the intersectional section will have more interest and knowledge in public policy, as well as a deeper understanding of racial progress as it relates to the policy process. Moreover, we predict that students will display some resistance and discomfort when it comes to participating in class discussions.