WESTERN WASHINGTON UNIVERSITY
CIIA > SHOWCASE INDEX > 2014
Center for Instructional
Innovation and Assessment

INNOVATIVE TEACHING SHOWCASE

2014
2015
Amber Sudduth Bone background
Heather Davidson background
Lysa Rivera background
Ideas to Infuse Multiculturalism Engaging in White Privilege Activity

IDEAS

Idea 13: Engaging in a White Privilege Activity

Why is it important?

While students may be well aware that white privilege exists and that they may even benefit from it, it could very well be the case that students do not understand how much it negatively affects individuals who are not white. This activity, while potentially emotional, opens up the discussion in a space that promotes community and acceptance. This then allows students to discuss why white privilege has prevailed over time with the help of public policy or institutions.

Instructions

  • Clear a large space in a classroom and ask students to stand on one end of the open space
  • Tell the students that you will read a series of statements and ask them to move one step forward if the statement is true for them. These statements can be found through various online sources, including Appendix 6D of Teaching for Diversity and Social Justice by Adams, Bell, and Lee.
  • Once all of the statements have been read, ask students to take note of where individuals are standing in the room.
  • Instruct students to come together as a class to discuss the following questions:
  • How did people feel at different points of the exercise? Was there a specific turning point in how you felt?
  • What happened when some people moved forward and others did not? What sorts of real-life implications does this hold?
  • Did anyone question why he or she should move forward? Did anyone think of refusing? Why or why not?

Advantages

  • Allows for students to see the real life effects of white privilege on their peers
  • Forces students to think critically of privilege, not in a guilt-filled way so much as in a way that will allow for them to use their privilege to help individuals who are otherwise negatively affected by the same privilege that other students are gaining
  • Does not accuse anyone of having privilege in a negative way and instead promotes understanding and awareness of racial disparities that still exist

Adapted from:
Adams, M., Bell, L.A., & Griffin P. (2007) Teaching Diversity and Social Justice. p. 140.