1. Facilitated by C. Josh Simpson, Ed.D.

2. Session Goals A the end of today’s session, my hope is that all participants will be able to:
Recognize the influence white privilege has on our society
Explain and anticipate how white privilege may show itself in the classroom
Apply at least one suggested action in the classroom, and begin to do so today!

3. Recognizing white privilege… My recent opportunity to see what was unseen to me

4. “To redesign social systems, we need first to acknowledge their colossal unseen dimensions.” Peggy McIntosh, Ph.D

5. Explaining white privilege #1- The Power of Normal
The power of normal refers to simple, everyday conveniences that white people aren’t forced to think about
This privilege allows white people to move through the world with an expectation that their needs will be readily met
Examples include:
Being in the company of people of their race most of the time, in most places
Having people of their race represented in media and pop-culture
Buying a box of ‘flesh’ colored bandages that matches their skin tone
What else comes to mind?

6. Explaining white privilege #2- The Power of the Benefit of the Doubt
White people are more likely to be treated as individuals, rather than as representatives of (or exceptions to) a stereotyped racial identity
Examples include:
Being able to fail without speaking to the abilities of my racial group
Being able to succeed without being called a credit to my racial group
What other examples can we think of?

7. Explaining white privilege #3- The Accumulation of Power
Students Learn a Powerful Lesson About Privilege
Examples of accumulated power include, but aren’t limited to:
Generational wealth or likelihood of inheriting owned property
In a study from , results showed 71% of white households owned their homes compared to 41% for other races
Educational access
In % of white students attended a high-poverty schools whereas 40% of black students attended high-poverty schools
Occupational access
In 2017 the unemployment rate was 8.1% for black and 4.3% for white Americans when controlling for highest level of education obtained
Income
Wage gap statistics reveal that, when we control for education obtained, black men with years experience in their field earn 23.5% less than their white counterparts
Others?

8. How can I advocate for those “in the rows behind me?”
Educate yourself and others
Once you’ve seen what you might have not seen, don’t ignore it
Don’t use discomfort as an excuse to disengage
If you see white privilege in action, speak up
Teach students how to develop a growth mindset
Help students identify and overcome their limiting beliefs

9. Suggested action #1- Help students develop a growth mindset
In a fixed mindset- people believe their abilities and qualities are fixed.
They spend time documenting their talents and not developing them.
They believe talent alone creates success-without effort. And they are wrong!
In a growth mindset- people believe that abilities can be developed through dedication and hard work. ‘Brains’ and ‘talent’ are just the starting point.
Growth mindsets create a love of learning and the resilience that is essential for great accomplishments.

10. Steps to Developing a Growth Mindset (Dweck)
Praise students wisely
Aim to build perseverance and resilience over reinforcing “talent”
“Gamify” the learning experience
Try to reward effort and progress toward goals rather than focus solely on outcomes
We educators may recognize this as engaging in formal assessment
Change the meaning of effort and difficulty in the minds of students
In a fixed mindset, effort and difficulty mean “I am no good if I have to work this hard.”
In a growth mindset, effort and difficulty are signs that “I am getting smarter.”

11. Suggested action #2- Help students identify their limiting beliefs
Limiting beliefs beliefs that constrain us in some way
By believing them, we do not think, do or say the things they inhibit
Our often about ourselves and our self-identity
We hold beliefs about our rights, duties, abilities, permissions
We hold beliefs about other people and the world in general
What beliefs have we learned from society or American culture?
How might these beliefs limit us?

12. Steps to Overcoming Limiting Beliefs
Identifying the Current, Limiting Belief
Developing the New, Growth-Oriented Belief
Identify your belief
Ask yourself- “Where did I come up with this belief?”
Seek the source
Look for supporting evidence
True or false
Envision how your life would change if you didn’t hold this belief anymore
Create a new belief that serves you
One that improves your life and your ability to take action
Measure yourself
Ask “Is my behavior changing?”
Create metrics/evidence of success

13. Conclusions
White privilege is the unequal distribution of advantages in our society
White privilege is continuously perpetuated by the accumulation of power over time
All students can benefit from the development of a growth mindset
We as faculty can start by developing a growth mindset of our own!