The researcher framed the #Me-Too social justice activist movement as a plausible mediating variable influencing organizations' and subordinate evaluators' recognition of students during the portfolio learning assessment (PLA) process. The researcher's findings indicated when correlating evaluators ratings to academic years and the apex of the #Me-Too movement's viral social media event, male and female evaluators significantly (p=<0.05, p=<0.01) demonstrated a pattern (73%) of assigning higher ordinal ratings to male learners' portfolio submissions in comparison to ratings assigned to female learners' portfolio products. The paper highlighted the disparities women in education faced when seeking recognition for their voices and academic works. While the researcher was unable to generalize the paper's findings, the researcher posed implications for further research. [For the full proceedings, see ED648717.]