Scholars have advocated for student voice and participation across curriculum design, assessment planning, and policymaking in higher education to advance and achieve equity (Montenegro and Jankowski 2020; Jankowski and Bheda 2022; Damiano 2018). However, the reality seems far different from the intention or aspiration, primarily because explicit title and role-based positional power and interwoven, intersectional oppressive forces and privileges acting on those at the table are not accounted for. Authentic examples and evidence of student voices playing a pivotal role in decision-making about students are few and far between. Not just students participating in decision-making but staff, junior and adjunct faculty of color, women faculty, and many others who have intersectional identities and/or who have been othered and pushed out by institutions intentionally/unintentionally. Divya Samuga_Gyaanam+Bheda argues that assessment professionals can inform and guide what data is on the table to be discussed. They can facilitate curricular development and assessment design conversations. They can also inform how to truly partner with students (Curtis and Anderson 2021). Assessment professionals must invite intersectional voices, identities, and perspectives to the table and privilege these insider-outsider voices even as they ensure just treatment of the data and decision-making on the table.