This review explores Archer, Dawson, Seakins, and Wong's "Disorienting, fun or meaningful? Disadvantaged families' experiences of a science museum visit" by examining the analytic frameworks guiding this study. To expand on Archer et al.'s use of feminist post-structuralist theories of identity we draw from the theory of intersectionality to provide a more robust framework for analyzing barriers to engagement within an informal learning space. Our response to this work ends by exploring the types of solutions generated from an intersectionality framework--solutions aimed at transforming institutional programs and practices to create more equitable spaces for learning. [This paper is part of a forum and is a response to Archer, Dawson, Seakins, and Wong's article "Disorienting, Fun or Meaningful? Disadvantaged Families' Experiences of a Science Museum" (EJ1121577).]