Those who hold multiple disadvantaged identities (i.e., women of color) are subject to inequalities that are not experienced by those who harbor privileged identities. Those with multi-disadvantaged identities have additive disadvantages due to holding multiple subordinate identities and as a result face many barriers. It is critical to recognize these differences in society by raising awareness of privilege. Previous studies have targeted privilege awareness, but have inconsistent findings. However, methods that incorporated experiential learning have shown promising results; an intervention that integrates experiential learning to target privilege may be effective in raising privilege awareness. The Privilege Walk exercise is an experiential learning activity intended to elicit awareness of privilege; it was utilized in this study, integrating racism and microaggressions of gender, race, and ethnicity. However, there are few assessment tools to effectively measure Privilege Walk interventions. In this study, we aim to develop initial Privilege Walk items that we anticipate will improve the effectiveness of the Privilege Walk. The purpose of this study is to qualitatively explore college students’ reactions to the Privilege Walk. This study will allow us to develop items in service of developing a measure that will be used as an assessment element of a larger study. Results revealed that the qualitative data captured participants’ awareness and beliefs in response to the Privilege Walk that helped researchers develop potential Privilege Walk items. Future studies should incorporate balancing gender, race, and ethnicity, develop items that are inclusive of intersectional identity experiences, and track participants’ movements during the activity.
| Identifer | oai:union.ndltd.org:csusb.edu/oai:scholarworks.lib.csusb.edu:etd-1649 |
| Date | 01 September 2017 |
| Creators | Magana, Gloria Jean |
| Publisher | CSUSB ScholarWorks |
| Source Sets | California State University San Bernardino |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses, Projects, and Dissertations |
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