Given the preponderance of research on students’ resistance to multicultural courses, the authors begin to ponder this resistance by exploring students’ preconceptions of social justice concepts. They present two mixed-methods studies to examine students’ preconceived notions regarding two terms associated with social justice education: privilege and oppression. In Study 1, the authors conducted a qualitative investigation of students’ self-definitions of whether they believe themselves to be privileged or oppressed. In Study 2, they take a quantitative look at students’ reactions to hypothetical character scenarios differentiated based on two variables: (a) privilege or oppression and (b) socially conscious aspirations. The findings indicate specific ways that Whites, especially White men, view privilege and oppression differently from people of color. Findings are discussed in terms of students’ resistance to multicultural education, with a focus on lack of intersubjectivity, sense of privilege, downplaying the existence of oppression, and lack of commitment to social activism.
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