As teachers or students we all walk into the classroom with expectations and norms that have been cultivated by the communities and cultures from which we come. Some identities, cultures, and backgrounds have more power and privilege than others in traditional college classrooms. Given this fact, questions emerge: How do different identities intersect to affect teaching and learning? How might implicit bias and stereotype threat show up in the classroom? What do manifestations of power and privilege look like in learning environments?
