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.
Privilege and entitlement are experiences for dominant groups, often unseen and rarely acknowledged, that serve as counterparts for experiences of people who experience systemic oppression. You are capable of moving beyond anger and guilt to being able to articulate inclusive values that inform proactive behaviors as well as articulate inclusive policies that inform proactive school practices. Through the examination of the historical foundations of systemic oppression that underlie schools’ unstated, negative core values which regard some cultures as deficits. Learn the guiding principles of cultural proficiency as a means to developing intentional educator and school wide core values in which students’ cultures are embraced as assets while will explore the implementation of the tools of cultural proficiency.
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.