White Privilege: Unpacking the Invisible Knapsack

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. How would you define privilege? Can you think of examples from your own life or observations in which privilege was evident?

Teaching Suggestion: You might begin a discussion about the concept of privilege by asking students to share their understanding of the term. Encourage them to think about different forms of privilege (racial, gender, socioeconomic, etc.) and how these might manifest in everyday life. This will help prepare them for the themes discussed in McIntosh’s essay.

• The article “What Is White Privilege, Really?” from the Southern Poverty Law Center provides a clear explanation of privilege, particularly white privilege. Because it is a somewhat lengthy article, you might assign sections to individual groups or pairs and then ask them to share a summary with the class.
• The “Diversity Toolkit: A Guide to Discussing Identity, Power and Privilege” from the University of Southern California provides a detailed curriculum with activities and discussions for exploring privilege in various settings. This toolkit is intended for groups of 10 to 60 people and covers a wide range of topics from identity to power and privilege, and it can be adapted to fit the needs of different groups.

2. Why do you think it might be difficult for people to recognize their own privilege? What barriers might prevent someone from acknowledging their privilege?

Teaching Suggestion: To facilitate this discussion, you might encourage students to consider psychological factors (like cognitive dissonance), societal factors (like social norms and expectations), and personal factors (like fear or discomfort). This will help students understand why the concept of white privilege, as discussed in McIntosh’s essay, is often invisible to those who possess it.

• The article “Colorblind Ideology Is a Form of Racism” from Psychology Today discusses the concept of colorblind ideology and how it can prevent people from recognizing racial privilege.
• “Research: People Can Learn to Recognize Their Racial Privilege” from the Harvard Business Review discusses the challenges and strategies in acknowledging privilege. The article explores how encouraging individuals to reflect on their own experiences of disadvantage can foster greater awareness of privilege, thus making them more likely to acknowledge their racial privilege and act as allies. (Subscription may be required to view.)

Short Activity

Form a straight line with your classmates in the center of your classroom. Listen to a series of statements relating to privileges you may or may not have experienced in your lifetime. Depending on your answer to each question, you’ll be asked to take a step forward or a step back. For example: “If you have never been discriminated against because of your skin color, take one step forward.”

Teaching Suggestion: This activity may not be right for every classroom or group of students. Before starting the activity, it’s important to create a safe and respectful environment for discussion. Make sure students understand that the activity is not about blaming or shaming, but about recognizing privilege. After the activity, you’ll probably want to facilitate a discussion about students’ reactions and insights.

• “Privilege Walk” from Humans for Humans provides a detailed guide on how to conduct a privilege walk activity.

Personal Connection Prompt

Reflect on your own experiences and upbringing. How have these shaped your understanding of privilege? Can you identify instances when you’ve benefited from or been disadvantaged by certain privileges?

Teaching Suggestion: You might encourage students to think deeply and honestly about their own experiences. This can be a sensitive topic, so it’s important to create a safe and respectful environment for discussion or reflection. You might want to remind students that everyone has different experiences and perspectives and that it’s okay if they’re still figuring out their thoughts on this topic.

Differentiation Suggestion: For students who might find this topic challenging, consider providing additional resources or scaffolding to help them understand the concept of privilege. If students have not yet explored some of the resources linked above, you might allow time for them to do so. For students who are ready for more advanced exploration of this topic, consider encouraging them to research and present on related topics, such as the history of racial inequality or the psychology of privilege.