This page helps instructors better understand and attend to the ways that privilege operates in the classroom. Privilege refers to the systemic or structural advantages that affect people based on identity factors, such as race, gender, sex, religion, class, sexuality, and disability. Depending on their proximity to privilege, students and instructors may find that thinking about and discussing privilege can be difficult. Students and instructors can navigate this difficulty by acknowledging discomfort without avoiding discussion. Instructors should familiarize themselves with the ways that privilege can impact their classroom and implement strategies to mitigate this impact.
This page helps instructors better meet the needs of transgender and nonbinary students. Gendering, or the social assignment/designation of a person’s gender, usually on the basis of perceived sex, is often a key aspect of interactions inside and outside the classroom. The routine invalidation of trans people through misgendering contributes to a culture that punishes and dehumanizes trans people for existing. Because instructors have a responsibility to create a space in which students feel safe, welcomed, and respected, this resource provides instructors with information about correct pronoun use and trans-inclusive course policies to avoid misgendering.
This activity has students read Peggy McIntosh’s “White Privilege: Unpacking the Invisible Knapsack” to familiarize themselves with examples of oppression that they do not experience based on skin color. Students form small groups based on six types of privilege: ability, Christian in the U.S., cisgender, man, socioeconomic status, and U.S. citizenship. Students are asked to join a small group based on a privilege that they hold. This discussion-based activity guides students in understanding privilege as a concept and helps students recognize how their own privileges benefit them and impact daily life.