Indiana University Demands Students Detail How Their Privilege Caused ‘Oppression’ Over ‘Subordinate Groups’

A class at Indiana University required students to determine their “privileged” and “dominant” identities — like being white or male — so they could “tap on oppression.” The mandatory exercise was part of a course that fulfills the school’s “social and historical studies” requirements needed to graduate.

Students were instructed to write an “in-depth reflection of two parts of (their) identity: a subordinate identity and a dominant identity,” according to documents obtained by Washington Free Beacon. The final assignment for the eight-week course, worth 26 percent of the final grade, assumes that each student has at least one identity group that gives them power over their peers and another that leads to their oppression.

Students were given a chart that showed examples of “dominant” identities—like being white—and “subordinate” identities—like being black—and separated them by “manifestations of social oppression,” such as classism, racism, and heterosexism. Effectively, the chart shows that straight, white, Christian men are dominant over everyone else. Or put another way, everyone else is subordinate to equal, white, Christian men, according to the chart.

However, some students may find it difficult to find subordinate identities since the dominant traits are actually prevalent in America. A student told Free Beacon about having had to “invent something” to complete the exercise.

“I’m being punished through an assignment for my identity as a person and it’s just crazy,” the student said. “I had to make something up and I don’t enjoy doing that.”

“It’s very rich that in a class where we’re supposed to talk about identity and not suppress identity, I’m forced to suppress my own identity,” the student continued. “I have to suppress myself because I’m supposed to be some privileged, horrible person who didn’t grow up without food. It’s insane to me.”

After identifying the subordinate and dominant groups they belong to, students were tasked with reflecting on their privilege, listing the groups they had dominance over, and exploring ways to reshape their relationships with subordinate groups.

“You will gain insight into your experiences of identity in the United States, including both the advantages and disadvantages you have experienced in connection with these identities,” the instructions read. “Self-awareness of identity, as well as experiences of privilege and oppression, serve as a foundation for understanding the complexities of identity and how you can address issues of oppression.”

The class “Understanding diversity in a pluralistic society”, fulfills Indiana University’s “Social and Historical Studies” requirement. Other classes that are adequate include “Ancient and Medieval Art” and “Introduction to Archaeology.”

However, the class does not satisfy “diversity in the United States” requirements for students enrolled in the College of Arts and Sciences. Eligible classes include “Black Women in the Diaspora,” “American Ethnic Diversity,” and “Sexual Diversity.”

Colleen Rose, the course instructor, did not provide guidance on how students should complete the assignment if they do not identify with any “inferior” groups, according to the student. However, she included an optional written note on a submission form for students to share concerns about the assignment. Rose, who “has close to 20 years of higher education leadership experience with Indiana University,” also serves as director of student engagement at the university’s Center for Rural Engagement, where she “leads student-based initiatives,” according to her online bio.

However, Rose encouraged her students to avoid writing about “traumatizing” aspects of their identity.

“If it is sensitive for you to reflect on a certain aspect of your identity, choose something else,” the instructions read. “Sometimes students have trauma or other reasons that make it difficult to think about that identity. This reflection must be constructive, not re-traumatizing.”

Indiana is one of six states to pass anti-DEI laws this year. In March, Indiana Gov. Eric Holcomb (R.) signed a bill prohibiting colleges from requiring diversity statements in hiring and admissions. It also mandates a formal grievance process for reporting faculty who do not promote intellectual diversity and free inquiry, and requires tenured faculty, as well as those up for promotion, to undergo a review every five years to ensure compliance.

Meanwhile, the Equal Protection Project, an anti-discrimination group, in July submitted a federal civil right complaint against Indiana University, accusing the school of offering 19 race-based scholarships, potentially in violation of federal law. William Jacobson, the group’s president, told Bloomington Herald-Times that the “pervasive discriminatory scholarship activity” reflects “a systemic disregard not only for the United States Constitution and the Civil Rights Act, but also for Indiana University’s own rules.”

Indiana University and Rose did not respond to requests for comment.