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Compared to the previous decade, fewer incoming college students see racism as a major problem in America (Sax et al. 2001). While there are many complex variables that contribute to persistent racism, we argue that forms of both overt and covert racism are in part perpetuated by our language. This paper offers a concrete example of how educators in business schools in Jesuit institutions of higher education can infuse justice/social responsibility into our curricula (Spitzer 2010). The classroom activity, as described, is designed for a traditional face-to-face undergraduate classroom. Grounded in the principles of Ignatian pedagogy, this exercise provides a practical tool to contextualize the power of language of today’s Millennial college student, surfacing the connotations of power and privilege, while supporting student experience, reflection, and action.



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