Contextual and Experiential Understandings of Privilege as Intersectional

Autor/in	Lo, Kevin D.
Titel	Contextual and Experiential Understandings of Privilege as Intersectional
Quelle	In: Journal of Management Education, 47 (2023) 1, S.79-103 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lo, Kevin D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/10525629221142556
Schlagwörter	College Students; Advantaged; Power Structure; Social Class; Social Systems; Intersectionality; Student Attitudes; Perception; Learning Activities; Comprehension; Student Experience; Diversity; Racism; Social Justice; Administrator Education; Inclusion; Equal Education + Suchen Sie Ihr Suchwort? Collegestudent; Social classes; Soziale Klasse; Social system; Soziales System; Schülerverhalten; Wahrnehmung; Lernaktivität; Verstehen; Verständnis; Studienerfahrung; Rassismus; Soziale Gerechtigkeit; Inklusion
Abstract	With ongoing racial tensions, terms such as antiracism and diversity, equity, inclusion (DEI) are buzzwords on campuses across the United States. Yet resources, especially in management education, to teach privilege and intersectionality are limited. This article introduces four reflection exercises I have found valuable in facilitating students' different understandings (contextual and experiential) of privilege as intersectional. In addition, I present a conceptual framework for thinking about the intersection of multiple identities simultaneously given contextual and experiential understandings of privilege. In this way, this article makes both pedagogical and theoretical contributions. The sharing of these exercises, personal reflections, and teaching suggestions are geared at stimulating dialogue for how we learn and teach privilege, intersectionality, diversity, and antiracism. Instructors, regardless of their backgrounds, are invited to reflect on their intersectionality and privilege and also to consider integrating these exercises into their own DEI teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01