ABSTRACT
“Privilege is invisible to those who have it” has become a touchstone epigram for work on the “super-ordinate”—that is, white people, men, heterosexuals, and the middle class. When one is privileged by class, or race or gender or sexuality, one rarely sees exactly how the dynamics of privilege work. Thus, pedagogical tools such as Peggy McIntosh’s (1988) “invisible knapsack” and the Male Privilege Checklist or the “heterosexual questionnaire” have become staples in college classes.
