Perspectives: The Role of Privilege in Diversity Education

Diverse Issues in Higher Education
December 3, 2009
by By D. Scott Tharp, December 3, 2009

I am a White heterosexual male who works in a diversity education office. My presence as a person who retains several privileged cultural identities (privilege defined as acquiring rewards based on ascribed statuses and not merit) working in a diversity education office at an institution of higher education is a fact that seems counter-intuitive to many.
Offices that enhance diversity on campus serve traditionally under-represented students who are more likely to trust and utilize an office staffed by professionals who can relate to their backgrounds and experiences. Diversity offices also assume leadership for providing diversity education, and, while the importance of hiring professionals from traditionally oppressed groups is intuitive, I feel it is most beneficial to supplement that staff with people from privileged backgrounds so these offices may better reach and educate privileged students. Depending on the office goals and institutional priorities, here are some ways people with privileged cultural backgrounds can benefit diversity work on campuses:
Ability to incorporate privileged students. It is rare for privileged students, especially White students, to voluntarily attend multicultural events. When I first began working in multicultural affairs, I represented our office at resource fairs during orientation. When I was present, about half of the students who approached the table were White, often asking if White students could get involved. I always told them their Whiteness does not translate into a cultural void. Having a professional who shares the cultural background of privileged students challenges traditional conceptions of culture and sends the message that they are welcome.
Ability to model allyship. Many privileged students express frustration with diversity workshops because of past experiences of being told what not to do without any direction on steps they can take to be allies. Content on allyship is vital, as well as modeling allyship in my daily interactions on campus. Being visible and transparent about my own personal diversity education journey helps privileged students understand the importance of researching different cultural traditions instead of relying on others to be their personal tutors. My presence challenges privileged students to think about thoughts and actions that are rooted in cultural ignorance and to attend different cultural events and student organization meetings.

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