Abstract
This article reviews previous strategies designed to teach students about White skin privilege. Based on this review, an out-of-class experiential assignment was developed and then implemented. The findings show that the assignment succeeded in making White privilege visible to White students.
Original language | English |
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Pages (from-to) | 481-492 |
Number of pages | 12 |
Journal | North American Journal of Psychology |
Volume | 7 |
Issue number | 3 |
State | Published - 2005 |