Teaching White privilege to White students can mean saying good-bye to positive student evaluations.

“You Won't Believe What They Said in Class Today”: Professors’ Reflections on Student Resistance in Multicultural Education Courses

“…I direct students toward the abundant highquality materials to help teachers create safer schools for LGBTQIQ students, many of which are online and free (e.g., GLSEN, GSA Network, The Safe Space Network). Finally, I continue embodying queerness with increased confidence each semester, in large part to model the practice of bringing one's whole self into the classroom (Boatright-Horowitz & Soeung, 2009;Rofes, 2005).…”

Teaching diversity: a reflexive learning opportunity for a teacher educator

“…For instance, with the topic of race/racism, some white students challenged my qualification to discuss the topic alleging that I do not know what really happened in the US history. Students' both explicit and implicit resistance in diversity courses, especially white students resistance against the notion of privilege, has been found in many prior studies (Boatright-Horowitz & Soeung, 2009;Dunn et al, 2014;Han et al, 2014;Ukpokodu, 2007), and thus it was not surprising for me to experience this. In one extreme case, however, a student fought back in front of the entire class and then eventually dropped out of the program.…”

Implementing an Intercultural Psychology Undergraduate Unit: Approach, Strategies, and Outcomes

“…Despite students' evaluation of teaching quality being important, it was determined that this was not a priority in this evaluation process as official teaching evaluations took place later in the semester. Furthermore, Boatright‐Horowitz and Soeung () raised concerns regarding the legitimacy of teaching evaluations when the syllabus centres on issues of racism and White privilege. Namely, it is asserted that “students often reject both message and messenger, projecting their frustrations and emotions about this topic onto instructors,” thus resulting in bias and negative teaching evaluations (Boatright‐Horowitz & Soeung, , p. 575).…”