Markers of race, class, and gender are present in audio-visual-textual conferencing as they are in face-to-face sessions since the consultant and student will be able to see each other’s gender, skin color, and apparel; hear accents, intonations, and pitch; and make assumptions based on these markers. However, markers of gender, race, class, background, interest, ethnicity, ability, and access may be more identifiable in an AVT conference if the student is conferencing from his/her dorm room or home.

In this case, the space the student inhabits, both physically and digitally, will portray a setting unique to the student that is not present in the classroom or in the writing center. Being physically present in a writing center or classroom, as Chris Anson (1999) noted, provides a communal relationship and prevents physical isolation since the physical space is shared by both consultant and student (p. 269).

The space of the writing center or classroom limits verbal and non-verbal markers of gender, race, class, background, interest, ethnicity, ability, and access, whereas a peek inside the student’s (or consultant’s) bedroom, office, or kitchen will demonstrate many more of these markers.