Perspectives: The Role of Privilege in Diversity Education: 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.
