About this Event
UNH 3030, 1 LMU Drive, Los Angeles, CA 90045#diversity, privilege, learning, teaching
Presented by: Kim Case, PhD, Psychology and Women Studies, University of Houston-Clear Lake
Although the scholarship on privilege increased in recent decades since the original McIntosh (1988) paper on white, male, and heterosexual privilege (McIntosh, 2012), privilege studies pedagogy remains neglected. While courses focusing on prejudice currently receive more programmatic support than in the past, classroom discussions of privilege consistently meet student resistance and a variety of additional pedagogical challenges (Case & Cole, 2013; Case & Hemmings, 2005; Lawrence & Bunche, 1996; Tatum, 1994). Given that faculty teaching about privilege often search unsuccessfully for scholarship that informs their instructional approaches and classroom strategies, a coherent model for effective privilege studies pedagogy with an intersectional focus is needed to support faculty allies. This talk will consider ways to minimize student resistance, enhance student engagement, and complicate our current assumptions about the diversity curriculum. The talk will also outline the benefits of using privilege studies pedagogy and intersectional theory for learning about diversity issues and examining the complexity of identity.
Kim A. Case, Ph.D. is Professor of Psychology and Women’s Studies at the University of Houston-Clear Lake (UHCL) where she directs the Applied Social Issues concentration within the Psychology Master’s program. Her mixed-methods research examines ally behavior when encountering bias and interventions to increase understanding of intersectionality and systemic privilege (e.g., male, heterosexual, White), reduce prejudice, and create inclusive spaces within educational and community settings. Her pedagogical scholarship addresses diversity-course effectiveness, inclusive classroom practices, and teaching for social justice. Her edited book, “Deconstructing Privilege: Teaching and Learning as Allies in the Classroom” (2013), focuses on pedagogical strategies for teaching about privilege through an intersectional lens. Her upcoming book will emphasize intersectionality pedagogy more specifically: Intersections of Identity: Pedagogy for the Classroom and Social Justice. In 2013, the Society for the Psychological Study of Social Issues (SPSSI APA Division 9) named Dr. Case as the Innovative Teaching Award winner for her student project on public education and intersecting social identities. The project also earned the 2012 Social Psychology Network Action Teaching Award - Honorable Mention. In recognition of her teaching, Dr. Case was also awarded the University of Houston-Clear Lake Distinguished Faculty Teaching Award, the Alumni Association’s Outstanding Professor Award, and Minnie Stevens Piper Teaching Award. As both Fellow of the American Psychological Association and Fellow of the Society for the Psychological Study of Social Issues (SPSSI), has served as Council member, Executive Council Member, Journal of Social Issues Editorial Board member, Convention Program Chair, Teaching and Mentoring Chair, and Early Career Scholar Chair. She also founded and chaired (2009-2012) the Houston chapter of the national Gay Lesbian and Straight Education Network (GLSEN).
This event is part of Adam Fingerhut’s Faculty Associate project on Diversity in the Classroom. This presentation is accompanied by an afternoon workshop on Privilege and Intersectionality in Your Classroom.
Lunch will be provided. Please RSVP to email@example.com or x85866.
This program will be video and audio taped and may be podcast. By your willing participation in the program, you expressly and irrevocably consent to be photographed, videotaped and/or audio taped and quoted/cited. The films, tapes, and other digital recordings will become the property of the Center of Teaching Excellence, LMU.
0 people are interested in this event