by Alex Kindel, ’14
When we discuss privilege, a few general types seem to come up more often than others. We frequently acknowledge our white, male, straight privileges, and depending on the space, perhaps cisgender, class, physical ability. I’d like to propose a category of privilege that isn’t as frequently discussed at Stanford: educational background.
For example, did you know what “units” were when you arrived at Stanford? Were you able to receive AP exam credit? Are you used to using textbooks as a tool for learning? Do you speak a language other than the language(s) you speak at home? Did you have high school teachers who were experts in their fields? Do you play an instrument? Was it considered “normal” or “expected” for you to apply to highly selective universities? Do you feel free to pursue opportunities abroad? Do you have generally positive memories of your high school experience? This is by no means an exhaustive list, but I believe examples are the best way to get started on thinking about the way our educational backgrounds influence our identities as Stanford students and the opportunities we feel able to take advantage of. Continue reading