Teaching students about intersecting identities, privilege, and communication during and after the COVID-19 crisis.

B Objectives: b By completing this 30- to 45-minute activity, students should be able to: (1) define privilege, (2) explain how privilege operates through an intersectional lens, (3) discuss how they experience privilege as college students, and (4) identify strategies that university administrators, faculty, staff, and student peers can use to support the educational success of students with different levels of privilege. B Courses: b This class activity is suited for the basic course on public speaking (to discuss issues related to identity, privilege, and audience analysis), interpersonal communication, intercultural communication, and communication pedagogy. Step 3: Discussion and assessment Once students understand an intersectional approach to analyzing privilege, I invite them to consider how their identities and privilege were connected to their educational experiences during the pandemic. Its intersectional approach helps students develop more nuanced understandings of the ways they experience privilege and power in everyday higher education contexts. [Extracted from the article]