Indiana University diversity course teaches students they can be ‘oppressors’ because of their race, sex or religion

A diversity course at Indiana University is teaching students they could be oppressors because of their race, sex or religion.

Dubbed “Understanding Diversity in a Pluralistic Society,” the class “covers theories and models that enhance understanding of our diverse society,” according to a description on the school’s website.

“It provides content about differences and similarities in the experiences, needs, and beliefs of selected minority groups and their relation to the majority group,” the description read.

Led by Colleen Rose, a social worker who has been teaching at IU for 20 years, the course also asks students to write an “in-depth reflection of two parts of [their] identity: one subordinate identity and one dominant identity,” a report in the Free Beacon claimed.

The conservative outlet also obtained a chart handed out to students saying certain subordinate groups are subject to social oppression by more dominant ones.

For instance, according to the chart, middle class people are dominant over the working poor, while heterosexuals are dominant over those from the LGBTQ community and men are dominant over women and transgender people.

Other, more traditional hierarchies — such as white people’s dominance over ethnic minorities or Christian dominance over those from other religions — are also listed.

The coursework upset one student, who told the Beacon that they had to “make something up” to complete one of the activities.

“I’m being punished through an assignment for my identity as a person,” the student told the Beacon, adding that it was “very rich that in a class where we are supposed to be talking about identity and not suppressing identity, I’m forced to suppress my own identity.”

“I have to suppress myself because I’m presumed to be some privileged, horrible human being that didn’t grow up without food,” the student said. “That’s insane to me.”

Rose, who also works with IU’s Center for Rural Engagement, included a note that lets students share concerns about the assignment, the Beacon reported.

She also encouraged students to avoid writing about “traumatizing” parts of their identities.

“If it is sensitive for you to reflect about a particular aspect of your identity, choose something different,” the instructions said. 

“Sometimes students have trauma or other reasons that makes thinking about that identity difficult. This reflection should be constructive, not re-traumatizing.” 

University reps did not immediately respond to a request for comment Thursday.