Educational Interventions to Raise Awareness of White Privilege
Abstract
Diversity courses in higher education often seek to deepen understanding of the systematic advantages associated with dominant group membership, such as white privilege. Most pedagogical studies of privilege awareness examine the impact of full-length diversity courses on white privilege awareness (Case, 2007; Kernahan & Davis, 2009; Lawrence & Bunche, 1996). However, investigation of specific classroom interventions to raise understanding and awareness is needed to confirm which pedagogical strategies affect student learning. This study provides experimental information regarding learning about white privilege via specific pedagogical interventions (videos/handouts). Participants exhibited significant increases in white privilege awareness and white guilt as a result of the video intervention. The handout intervention led to increased support for affirmative action. Findings provide insights for using pedagogical strategies when designing diversity courses.
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