This paper describes and analyses the experience of the participants of an undergraduate reading group on 'The Wartime Quartet'. In the first section, I explain the set-up of the reading group. In the second section, I discuss what the participants shared and the trends we noticed in our experiences as women and marginalised genders studying undergraduate philosophy In the third section, I explain why the philosophy of the Quartet was itself vital to our development and how it enabled us to begin critically engaging with the material presented in our courses. My fourth section introduces a phenomenon I call "disassociated disagreement" (DD) and uses testimonies from former members of the reading group to illustrate why this phenomenon is central to understanding the confusion that sometimes presents in students of philosophy. I then discuss a strategy for combating DD and illustrate how students' seeming confusion can provide a pathway to unique and insightful philosophical perspectives. I conclude by situating my discussion within the broader framework of research into women's representation in philosophy and close by arguing that the concept of DD can be a potent tool for encouraging more philosophy undergraduates who belong to marginalised groups to pursue further study.