As mentioned in the last entry, I experience privilege as a white, straight, middle-class individual in our community. I may experience marginalization for being a woman at times; in Privilege 101 I connected with the author sharing that as a mentally-ill woman, her problems were seen as PMS and not the PTSD she was experiencing. Primarily white individuals see themselves in our curriculum and classroom materials, though I have fewer identity-based examples in the math classroom. It is important for our examples to be diversified in the humanities classes so all students can see themselves in literature, history, etc. Our staff could make our classrooms and school more equitable by bringing in people from diverse backgrounds, including parents of students in our school community, to share ways they have felt oppressed and explain to students how they can be an advocate for their peers in our primarily white community.
