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Document Type

Student Voices

Abstract

Scholars have argued that institutions of higher education have a responsibility to cultivate students into citizens who are engaged with the social injustices facing the populace. This idealistic view, however, does not confront the myriad ways in which White privilege affects students as they enter higher education classrooms. The central argument herein is that student involvement in civic engagement initiatives, namely social justice oriented education and service-learning experiences, are key facets to the exploration of privilege and identity. Through the use of storytelling, students will be able to recognize and begin digesting the significance of privilege in their daily lives, with the ultimate goal of conscientiously engaging with greater community by becoming engaged citizens.

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