Abstract
Often the ways in which we teach about privilege highlight the experiences of privileged groups in contrast to the experiences of students from less privileged social identity groups. This chapter explores pedagogical exercises that may help people see invisible privileges, but at the same time highlights the extent and acute feelings related to the disadvantaged position. This may present a particularly complex challenge when facing a classroom of individuals for whom a stigmatized identity may not be visible (e.g., sexual orientation, gender non-conforming). In this chapter, I will attempt to address the challenge of countering prevailing hegemonic worldviews in the classroom without simultaneously creating unproductive discomfort for sexual and gender minority students.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Armstrong, E. A., Hamilton, L. T., Armstrong, E. M., & Seeley, J. L. (2014). “Good girls”: Gender, social class, and slut discourse on campus. Social Psychology Quarterly, 77(2), 100–122.
Butler, J. (1990). Gender trouble. New York: Routledge.
Byrd, R., & Hayes, D. G. (2013). Evaluating a safe space training for school counselors and trainees using a randomized control group design. ASCA: Professional School Counseling, 17(1), 20–31.
Clark, C. T. (2010). Preparing LFBTQ-allies and combating homophobia in a U. S. teacher education program. Teaching and Teacher Education, 26(3), 704–713.
Craig, T., & LaCroix, J. (2011). Tomboy as protective identity. Journal of Lesbian Studies, 15, 450–465.
Echterhoff, G., Higgins, E. T., & Levin, J. M. (2009). Shared reality: Experiencing commonality with others’ inner states about the world. Perspectives on Psychological Science, 4(5), 496–521.
Harrison, M. A., & Shortall, J. C. (2011). Women and men in love: Who really feels it and says it first? The Journal of Social Psychology, 151(6), 727–736. doi:10.1080/00224545.2010.522626.
Herek, G. M., & Capitano, J. P. (1996). “Some of my best friends”: Intergroup contact, concealable stigma, and heterosexuals’ attitudes toward gay men and lesbians. Personality and Social Psychology Bulletin, 22(4), 412–424.
Shook, N. J., & Fazio, R. H. (2008). Roommate relationships: A comparison of interracial and same-race living situations. Group Processes & Intergroup Relations, 11(4), 425–437.
Tsuruta, D. R. (2012). The womanish roots of womanism: A culturally-derived and African-centered ideal (concept). The Western Journal of Black Studies, 36(1), 3–10.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Craig, T. (2016). The Pedagogical Challenge of Teaching Privilege, Loss, and Disadvantage in Classrooms of Invisible Social Identities. In: Haltinner, K., Pilgeram, R. (eds) Teaching Gender and Sex in Contemporary America. Springer, Cham. https://doi.org/10.1007/978-3-319-30364-2_22
Download citation
DOI: https://doi.org/10.1007/978-3-319-30364-2_22
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-30362-8
Online ISBN: 978-3-319-30364-2
eBook Packages: Social SciencesSocial Sciences (R0)