social identity amp privilege

**Note: It is essential to maintain an open mind, mutual respect, and trusting rapport among your classmates as we process, what for some is a very difficult and painful subject. This is not intended to guilt, shame, or blame anyone but instead provide a framework for understanding racialized social dynamics and hierarchy.**

Part 1. WHAT IS PRIVILEGE?

Reference: A resource from the National Association of School Psychologists; www.nasponline.org

Merriam-Websterâ€s Dictionary (2016) defines privilege as the following:
: a right or immunity granted as a peculiar benefit, advantage, or favor
: special enjoyment of a good or exemption from an evil or burden
: a special opportunity to do something that makes you proud
: the advantage that wealthy and powerful people have over other people in a society

NASP (2016) states that privilege is based on two concepts:

1. Privilege Includes Unearned Advantages That are Highly Valued but Restricted to Certain Groups. Unearned advantages are those that someone receives by identifying or being born into a specific group. It is important to note that the groups who have received these advantages have not earned them due to their own hard work but rather their affiliation (e.g., being born into a wealthy family provides privileges that others do not have, such as accessing education as well as mental health and medical services; White Americans are more likely to walk into a mall without the suspicion of stealing). Equally important to note is the reality that while some benefit from unearned advantages, others are victims of unearned disadvantage. Unearned entitlements are things of value that all people should have; however, they are often restricted to certain groups because of the values of the majority culture that influence political and social decisions. The example below illustrates this concept.

Example: John (a boy) is perceived to understand science better than Jane (a girl). Although John and Jane are both in the same science class and have the same grades on their assignments and exams, because heâ€s a boy, Johnâ€s perceived superior understanding of science can become advantageous if he (rather than Jane) is encouraged to join science clubs. Over time, Johnâ€s participation in various science clubs may lead to receiving better grades in science and improve his chances of being accepted into more rigorous and competitive classes and programs in the future.

Privilege oppresses certain groups. As explained by Wildman and Davis (1995),

Members of the privileged group gain many benefits by their affiliation with the dominant side of the power system. Privileged advantage in societal relationships benefits the holder of privilege, who may receive deference, special knowledge, or a higher comfort level to guide societal interaction. Privilege is not visible to its holder; it is merely there, a part of the world, a way of life, simply the way things are. Others have a lack, an absence, a deficiency.

1. When Control or Power Has Been Given to One Group (Group A), This Group May Earn Privileges That Have Not Been Afforded to Other Groups (Group B and Group C). In other words, Group A can use their privileges to gain and exert even more power and influence over Groups B and C and thus enjoy privileges that are not accessible to others. The example below illustrates this concept:

A classroom teacher gives Group A the power to choose where they will sit during lunch. Due to the large number of students seated in the cafeteria during lunch, those who are seated closer to the exit doors are able to enjoy extra time at recess. Although Group A has not earned its right to sit near the exit doors (e.g., they did not complete a special task), because the teacher gave these students the power to choose their seats in the cafeteria, presumably because he/she liked them more than other students, Group A consequently controls the amount of time all students spend during recess.

Privilege exists when one group has something of value that is denied to others simply because of group membership and not based on what a person or group has done or failed to do (Johnson, 2006). For those who routinely benefit from privilege, the challenge is to not quickly deny its existence. It is important to recognize that privilege is a part of the reality that helps some while it impedes others†experiences. For example, although being female or a person of color does not necessarily directly determine an outcome, these characteristics can easily and quickly make these individuals less likely to be hired, recognized, or rewarded in a variety of situations.

History of the Concept of Privilege

The concept of privilege can be seen in literature since W. E. B. Dubois wrote The Souls of Black Folk in 1903. In this book, he speaks of African Americans living in a world where they are not seen as just American, but as a “Negro” and an American. It further speaks to the concept that people of color are treated differently and that Caucasian Americans have an advantage over others due to the color of their skin. He wrote:

The Negro is a sort of seventh son, born with a veil, and gifted with second-sight in this American world—a world which yields him no true self-consciousness, but only lets him see himself through the revelation of the other world. It is a peculiar sensation, this double- consciousness, this sense of always looking at oneâ€s self through the eyes of others, of measuring oneâ€s soul by the tape of a world that looks on in amused contempt and pity. One ever feels his twoness—an American, a Negro; two souls, two thoughts, two reconciled strivings; two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder.

In writing this paper I have also realized that white identity and status (as well as class identity and status) give me considerable power to choose whether to broach this subject and its trouble. I can pretty well decide whether to disappear and avoid and not listen and escape the dislike I may engender in other people through this essay, or interrupt, answer, interpret, preach, correct, criticize, and control to some extent what goes on in reaction to it.

Peggy McIntosh is an American professor who revitalized the concept of privilege in her 1988 essay “White privilege and male privilege: A personal account of coming to see correspondences through work in womenâ€s studies.” As a White woman, she discusses the following:

Being white, I am given considerable power to escape many kinds of danger or penalty as well as to choose which risks I want to take.

Privilege Around Us

NASP (2016) illustrates that privilege is problematic (a) when it skews our personal interactions and judgments and (b) when it contributes to or blinds us to systemic barriers for those who do not possess a certain privilege, thereby creating or perpetuating inequity. In American culture, certain groups have the privilege of operating within settings—through no effort on their part—that are more conducive for their success, while others—through no fault of their own—find themselves in settings that make success more difficult (Miranda, Boland, & Hemmeler, 2009). Again, this concept refers to any advantage that is unearned, exclusive, and socially conferred. For example, with White privilege, White people are generally assumed to be law abiding until they show that they are not. On the other hand, people of color, in particular African Americans and Latinos, are routinely assumed to be criminals or potential criminals until they show that they are not (Johnson, 2006).

Part II. Activity Introduction

During this lesson, we will discuss the definitions that have already been provided, above. Throughout this discussion, keep in mind that many types of privilege exist. In other words, people can be privileged based on their racial/ethnic group membership, socioeconomic status, sexual orientation, gender identity, or disability status. Because we cannot adequately address all types in this lesson, we will focus on the concept of racial privilege. We also realize that this can be a difficult concept to understand and the conversations that follow might be uncomfortable for you and/or your peers.

**Reminder It is essential to maintain an open mind, mutual respect, and trusting rapport among your classmates as we process, what for some is a very difficult and painful subject. This is not intended to guilt, shame, or blame anyone but instead provide a framework for understanding racialized social dynamics and hierarchy.**

Throughout the lesson and activities, keep in mind that it is possible for you to understand that different groups experience discrimination but not recognize the manner in which you experience your own privilege. To truly understand how you encounter privilege in your own life, it is necessary to take a close look at your personal experiences and reactions to those of others.

We will begin by reviewing the concept of racial privilege. Sue (2003) discusses the concept of White privilege and defines it as follows:

“The unearned advantages and benefits that accrue to White folks by virtue of a system normed on the experiences, values, and perceptions of their group. White privilege automatically confers dominance to one group, while subordinating groups of color in a descending relational hierarchy; it owes its existence to White supremacy; it is premised on the mistaken notion of individual meritocracy and deservedness (hard work, family values, and the like) rather than favoritism; it is deeply embedded in the structural, systematic, and cultural workings of U.S. society; and it operates within an invisible veil of unspoken and protected secrecy.” (p. 137)

When thinking of the concept of White privilege, below are some advantages and disadvantages of being a recipient of White (and to some degree, light-skinned) privilege.

Advantages

When you attend school, your race will be portrayed positively in the curriculum. Individuals who share your racial background will be presented as examples of those who have contributed to American history. For example, you and your friends will be taught about the United Statesâ€s presence in Europe during World War II to stop the Jewish Holocaust without a discussion of its Japanese internment camps. Another example might be the discussion of famous inventors in the United States, such as Thomas Edison and Henry Ford, who are predominantly White and male.

Disadvantages

The contributions of racial/ethnic minorities are limited, ignored, or portrayed negatively and/or in a stereotypic fashion. Examples include the portrayal of Native Americans as unsophisticated and in need of European (White) influence to better themselves; African American and Hispanic American history only being discussed during their designated months rather than throughout the year; Nat Turnerâ€s slave “rebellion” (itâ€s presented as a rebellion to the slave owners instead of slaves fighting for their freedom); and viewing Dr. Martin Luther King Jr.â€s “I Have A Dream” speech as his most significant contribution. (In fact, Dr. King spent a significant amount of time working to have the Voting Rights Act of 1965 passed by Congress as well as ending segregation and poverty.)

Understanding How Privilege Impacts Opportunities to Learn

There are many other types of privilege that exist in our society. Another example of privilege involves having an “understanding of the Haves and Have-Nots” (Miranda, Boland, Hemmeler, 2009). For example, Student A comes from a family in which the parent/guardian works from 8:00 a.m. until 4:30 p.m. and makes a large enough income so that the student can attend a private preschool. The familyâ€s income also allows the student to travel in a car to museums or other academically rich activities over the weekend. The parent is home at night and can review homework and read to the child before bed. On the other hand, Student B comes from a family in which the parent/guardian works two jobs from 1:00 p.m. until 1:00 a.m. A grandparent stays at the home to assist with child care because the parent cannot afford preschool and could not get onto the waiting list for Head Start.

Although the grandparent makes sure that all of the studentâ€s basic needs are met, the family cannot afford books to read at home and does not have a car to go to the public library. The family relies on public transportation, and the bus runs on a limited schedule during weekends. Both students enter kindergarten. Student A easily learned the topics that are being taught (i.e., letters, numbers, basic letter sounds) because they were already exposed to these concepts in preschool. Student B, however, struggles because this is the first time the student has been exposed to these concepts. The teacher assumes that Student A is highly intelligent because the student understands many of the topics that are taught in class. The teacher assumes that Student B will continue to struggle in school because the student is not learning at the same pace as the other students in the classroom.

From this illustration, socioeconomic status (SES) is another example of how privilege affects the opportunities people have in our society.

Part III. Please complete and submit the two attached activities, found here: SOCIAL IDENTITY & Privilege Activities .docx

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