Learning About Privilege: The Reactions of Students in an Introductory Graduate-Level Social Work Course

Abstract

Seventy-five MSW students enrolled in a foundation-year HBSE course read three autobiographical essays on the topic of privilege and then wrote about their experiences. Many reported feeling dissonance or distress in completing the assignment. White students said that they felt shame. African-American students found it difficult to identify privileges that were not circumscribed by race. All indicated that this was a powerful learning experience.