Leveraging Privilege and Entitlement
Explore personal and institutional oppression in ways that equip you with the knowledge and skills in how to leverage levels of privilege and entitlement to affect individual and systemic change initiatives.
This course will provide you ways to think about what privilege is and what it looks like in the workplace, so that we can frame our questions differently and open ourselves up to new approaches and solutions that create sustainable change. The course invites participants to think about the connection between the concept of privilege and the dominant American cultural stories about who belongs and who has agency. We will explore how these concepts influence power dynamics, whether or not there is space for multiple perspectives, and how that impacts the overall culture of a place. In addition, participants will be asked to explore personal and institutional oppression in order to equip individuals with knowledge and skills in leveraging their own privilege and entitlement to affect individual and systemic change.
Approximately 30 hoursUp to 6 months to complete coursework
Ways to Learn
2 PDUsGraduate Level Professional Development Credits
Online and self-paced | Dedicated mentor | Interactive assignments
Real-world case studies | Create an action plan | Earn graduate level professional development credits
Upon successful mastery of this course, you will be able to:
- Examine the historical nature of segregation and marginalization in order to understand the dynamic nature of systemic oppression in education as a barrier to access and opportunity connected to disparate academic achievement and issues of disproportional educational access and outcomes
- Recognize historical or current behaviors of discrimination or marginalization and explore personal reactions to feelings of anger and/or guilt that may surface when exploring issues of privilege and entitlement
- Restate the manner in which historical oppressions in combination with systemic privilege and entitlement provide rationale for implied core values that inform school policies, school practice, educator values, and educator behaviors that regard students’ cultures as deficits that limit students’ ability and worthiness of high-level educational experiences
- Define how the Guiding Principles of Cultural Proficiency inform core values that regard students’ cultures as assets on which to build their educational experiences
- Segregation and marginalization in relationship to disparate achievement
- How institutions and people benefit from systemic oppression
- Overcoming behaviors of discrimination and marginalization
- Personal reactions to privilege and entitlement
- Effects of privilege, entitlement and unequal opportunities in school
- How historic oppression, privilege, and entitlement inform policies and behaviors
- How personal bias impacts student experiences
- Cultural proficiency: recognizing the value of students’ cultures
Earn your credit in 3 simple steps
What are Graduate-level Professional Development Credits?
Graduate-level professional development credits are not part of a degree program but instead are primarily used for professional advancement such as salary increment steps and recertification. Students should seek approval from appropriate district officials before enrolling in these courses.