Class Action: Using Experiential Learning to Raise Awareness of Social Class Privilege
Economic inequality in the United States continues to grow. Since the late 1990s, the gap between the “haves” and the “have nots” has widened steadily, and income inequality has reached its highest peak since the Great Depression (U.S. Census Bureau, 2012). Despite these disparities, scrutiny of social class privilege occurs much less often than critical examinations of other categories of privilege, such as gender, race, ethnicity, or sexuality (American Psychological Association (APA), 2008). Although researchers call for increased attention to social class and economic inequality (e.g., Lott & Bullock, 2007; Williams, 2009), speciﬁ c pedagogical strategies for examining social class privilege within college classrooms remain rare.