ABSTRACT
In any educational context, it is helpful to know your audience, to understand with whom you’re working. Being a member of a privileged group affects one’s worldview, assumptions, and behavior. In this chapter, I’ll explore what it means to be part of a privileged group and the significance of this for our educational efforts. Specifically, I’ll discuss some common characteristics of dominant groups and dominant group members, multiple identities and the experience of privilege, and the resistance to acknowledging one’s privilege.
