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As a social issues researcher, I locate myself at the intersection of social psychology, intersectional studies, gender and women’s studies, critical race theory, and LGBTQ studies. My mixed-methods research stems from my desire to further understand the complexity of social inequalities, as well as their intersections, and explore practical avenues for social change in the classroom and community.
My scholarship examines ally behavior when encountering bias. interventions to increase understanding of intersectionality and systemic privilege, developing inclusive spaces within educational, workplace, and community settings, and pedagogy for teaching social justice, engaging students’ lived experiences, and practicing cultural humility.
Intersectional Pedagogy: Complicating Identity and Social Justice (2017)
My second book advances an educational agenda that dismantles the dominant categorical approach which treats social identities as mutually exclusive. My pedagogical model for teaching intersectionality and contributors’ groundbreaking essays provide scholarship and practical applications to aid faculty in promoting complex critical dialogues about systems of privilege and oppression. With its range of disciplinary perspectives and evidence-based strategies, this volume is a much-needed resource for any student or educator who wishes to bring social justice into the classroom.
Deconstructing Privilege: Teaching and Learning as Allies in the Classroom (2013)
This book introduces a model of privilege studies pedagogy, explores best practices for teaching and learning about various forms of systemic group privilege, and
provides scholarship and practical applications to aid faculty in becoming effective allies to students in the classroom. Three sections of the volume address: 1) transformation privilege studies pedagogy; 2) intersectional approaches to teaching and learning about privilege; and 3) classroom strategies and applications for teaching about privilege. This innovative collection emphasizes intersections of identity as an essential aspect of privilege pedagogy.
“Of course it would be Kim Case – stunning social psychologist, provocative researcher, dedicated educator and wonderfully accessible writer – who would edit the first, and soon to be classic, text on privileged studies… We owe Kim Case a huge debt of gratitude for this is indeed a long over-due ‘coming out’ for privilege studies.”
Michelle Fine, Ph.D.
Distinguished Professor of Psychology, Urban Education, and Women’s Studies, The Graduate Center - City University of New York
privilege special issue
This special issue of the Journal of Social Issues, the flagship journal of the Society for the Psychological Study of Social Issues, “scholars provide a framework for understanding the psychology of privilege, considering the policy implications of privilege, and imagining the future of privilege studies. Contributors emphasize multidisciplinary approaches, mixed methods, and the benefits of intersectional theory for studying privilege.”