An Exercise for Expanding Privilege Awareness among Management Students and Faculty

Autor/inn/en	Rabelo, Verónica Caridad; Bonner, Robert L.; Stewart, Oscar Jerome
Titel	An Exercise for Expanding Privilege Awareness among Management Students and Faculty
Quelle	In: Journal of Management Education, 47 (2023) 1, S.56-78 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rabelo, Verónica Caridad) ORCID (Bonner, Robert L.) ORCID (Stewart, Oscar Jerome)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/10525629221126199
Schlagwörter	Administrator Education; Power Structure; Social Class; Social Systems; Advantaged; College Faculty; College Students; Class Activities; Perception; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Social system; Soziales System; Fakultät; Collegestudent; Wahrnehmung; Unterrichtserfolg
Abstract	The ability to notice and eliminate organizational inequities begins with "privilege awareness": an understanding of how individuals and social groups experience exemption from discrimination as well as access to unearned advantages, such as disproportionate access to resources. Thus, privilege awareness is necessary for noticing, naming, and repairing inequities in our workgroups, organizations, and institutions. Engaging with privilege discourse in the classroom can be a monumental task for both management educators and learners without the requisite level of privilege awareness. We introduce an innovative exercise to develop and assess students' understanding of privilege. The purpose of this exercise is to help learners identify and reflect on privilege in their personal and organizational lives, and build a shared vocabulary for doing so. Learners begin by mapping and reflecting on their various social identity group memberships, then answer a set of reflection questions. We provide an overview of this exercise including learning outcomes, general implementation guidelines, assessment criteria, and activity modifications. We also analyze the activity's effectiveness based on responses from 83 students. We conclude with a discussion of how facilitators can respond to participant feedback as a resource for self-reflexivity and intersectional awareness. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01