White Privilege: Essay 1 White privilege is a systemic issue that has roots in our history as far back as the creators of our country. Searching back, we see our norms and values created into habits that have been woven into how we view and act around specific groups such as African Americans. This essay is going to explain how the average Caucasian individual experiences white privilege on a day to day basis and the solutions to insure that white privilege will stop and true equality can be handed out. This paper views the latter issues through symbolic interactionism, with supporting sub theories such as; labeling theory, looking glass self, and selective perception.
At the heart of whiteness studies is the invisibility of whiteness and white privilege (Ahmed, 2004). Whiteness is thought of as the hidden criterion to which every other race is measured against. Through the lens of whiteness, the “other” is seen as deviant (Ahmed, 2004). The invisibility of whiteness, however, is only from the perspective of those who are white (Matthews, 2012). To people who are not white, it is pervasive and blatant. People see whiteness because they experience its effects. A useful comparison can be drawn between the unrecognised privileges of males, and those of white people (McIntosh, 1988). It is not unusual for men to acknowledge that women are disadvantaged. With that said, McIntosh (1988) argues that white privilege is in the same manner without recognition and thus preserved. McIntosh (1988) views white privilege as an invisible collection of unearned assets that is of benefit to white people on a daily basis.
My initial thought about privilege when I read the paper written by Peggy McIntosh was to instantaneously think about entitlement and the minimization of a cultural and a class of people. It’s not that whites are exclusive in the usage of systematic racial intolerance, it’s that they appear to be oblivious to the benefits of this entitlement. The author attempts to debase and use some forms of lightheartedness to point out the luxury she possessed as a result of simply being white but it’s much more than simply being white.
1) White privilege is an ongoing societal issue that benefits white people, giving them an upper hand in situations where non-white people would not get the same treatment. For example, when walking down the street, a white person walks freely without concern of being stopped. Someone who is not white doesn’t have the same luxury. Authority stops them just because of their appearance. Tim Wise asked law enforcement what they thought of a black male driving a nice car in a nice neighborhood versus a white male in the same situation.
Introduction Race and racism are uncomfortable topics, but ones that must be openly and honestly discussed in order to begin the process of change. This paper will review my background, analyze readings, and openly discuss how the readings relate to me. The readings will be Peggy McIntosh’s “White Privilege: Unpacking the Invisible Knapsack,” Beverly Daniel Tatum’s “Why Are All the Black Kids Sitting Together in the Cafeteria?” , Christopher Edmin’s “For White Folks who Teach in the Hood,” and Eduardo Bonilla-Silva’s “Racism without Racists.” Through these readings, I will define race, racism, white privilege, then I will reflect on how I identify with them and they affect education.
No matter their race, students should not feel socially unaccepted at school. In the essay, "Learning in the shadow of Race and Class" by Bell Hooks, she states “After my parents dropped me at the predominately white’s woman college, I saw the terror in my roommate’s face that she was going to be housed with someone black, and I requested a change.” (288). Bell explains the level of discomfort while being at a “white woman’s college.” Students should never have to feel like they’re not welcomed in schools.
It is hard for a person to learn and develop something that quickly. Many children have been learning things from school. I think being in college is when students really show what they're good at and still learning and developing their intelligence. The two authors of the books, White Like Me by Tim Wise and Between the World and Me by Ta-Nehisi Coates, discuss education on their point of view when they experience this during their college years. Coates states, “When our elders presented schools to us, they did not present it as a place of high learning but as a means of escape from death and penal warehousing” (Coates 26). He talks about how education is perpetuating injustice. He thinks that schools are hiding something from the students,
Whether it is the worries that my mother has for me everyday or the awkwardness I feel when talking about social issues in the with my mainly white professors and classmates. Issues of race in the U.S. threatens to oppress minorities by having a culture that has never given the same privilege that whites receive. According to Brainard (2009)," white privilege refers to the unquestioned or invisible preference that white people receive regarding their treatment by others; these may be but are not limited to words, behaviors, and/or actions, policies and practices and or nonverbal communication"(p.10). An example that shows the equal privilege
The film “Dear White People” written and produced by Justin Simien is based on a campus culture war at an ivy league University. The University mainly consisting of white students causes mayhem when a Halloween party occurs and actions take things too far. Justin focused on four black students, their encounters and interactions with their peers. One character in particular brings me to my topic of race. Samantha White, a biracial student who is set on fixing things on campus between white and black students.
White Privilege: Unpacking the Invisible Knapsack”, she notes that the whites in America are taught not to recognize their white privilege as males are taught not to recognize male privilege. Whites were also taught to see racism as something that puts people at a disadvantage rather than something that puts people at an advantage as well. Therefore, McIntosh decides to unpack her invisible knapsack and list 46 privileges she was granted because of her skin color. In Audre Lorde’s essay, she argues that feminists must critically examine their own use of dominant concepts. She also mentions that academic knowledge is based on an institution that has excluded people of colour.
They support this claim by using the matrix of domination in relation to gender, race and class, then advise the reader to look at an issue through a broad perspective- realizing both the oppressor and the oppressed, and finally distinguish between recognizing and understanding diversity and not just acknowledging it. Andersen and Collins’ purpose is to have students think about race, class and gender as systems of power, how the three categories matter in shaping everyone lived experiences, and to understand race, class, and gender are linked experiences. Furthermore, Anderson and Collins adopt an unbiased, and assertive yet friendly tone for his/her audience, the readers and others interested in the topic of race, class and gender. By doing this, the readers can relate to the struggles that the issues bring up, however the authors can still get their point or message across
It might not be seen but still operating. White privilege, is often rendered invisible but is one of the most common forms of racism and racialism. Most successful businesses and companies are often (96%) run by men (Power, SWLF-3446-FA501_2015 (Women and Social Welfare ( BRACE )), 2015). After analyzing Peggy McIntosh’s “White Privilege: Unpacking the Invisible Knapsack,” I realize how many of these quotes and statements that I did not realize as a white female I either felt or was surprised people have to deal with. For example “I can chose blemish cover or bandages in flesh color that more or less matches my skin.”
To resolve these relating to segregation and educational inequity, educators must face racism upfront. Educators have to confront their own, sometimes unmindful, racism, and then move toward integration that will lead to a better cure of racism or at least a prejudice reduction. Important aspects of a multicultural curriculum include critical thinking, emotional intelligence instruction, character, moral education, peace education, service learning, antiviolence education, and the comprehensive of education etc. Sandra Parks, a successful educator, believes that by adapting the curriculum and by addressing expressions of racism, schools can help students improve to by understanding and dealing with other people, of peoples color and cultural differences. She believes that teachers have to show respect towards their students, their families, and their students' cultural backgrounds.
Peggy McIntosh’s essay was the first to enlighten us on white privilege but many still have defined white privilege differently in the post-McIntosh era. White privilege in pre-1980’s is different than post-1980’s because of the foundation America was made on. In pre-1980’s white privilege was expected because African Americans were seen as 3/5 of a person when it came to voting and other categories. Being white in this time you were guaranteed citizenship, rights to vote, to own property and usually to have education. The post-1980’s time, McIntosh talks about how our hierarchies in society are interlocking and although some deny the truth of white privilege, it is alive.