Participants will be introduced to an activity teaching white privilege without ever saying “white privilege” by relying on data. Students should determine for themselves whether or not white privilege exists, not be told so by an educator. This session is designed around using an inductive reasoning approach that allows students to examine data showing political, economic, and social disproportionality based on race, ethnicity, and gender. By allowing students to then conduct research and discuss theories, students can decide for themselves the reasons for the inequalities.

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