1. I can if I wish arrange to be in the company of people of
my race most of the time.
2. I can avoid spending time with people whom I was
trained to mistrust and who have learned to mistrust my
kind or me.
3. If I should need to move, I can be pretty sure of renting
or purchasing housing in an area which I can afford and in
which I would want to live.
4. I can be pretty sure that my neighbors in such a
location will be neutral or pleasant to me.
5. I can go shopping alone most of the time, pretty well
assured that I will not be followed or harassed.
6. I can turn on the television or open to the front page of
the paper and see people of my race widely represented.
7. When I am told about our national heritage or about
“civilization,” I am shown that people of my color made it
what it is.
8. I can be sure that my children will be given curricular
materials that testify to the existence of their race.
9. If I want to, I can be pretty sure of fi nding a publisher
for this piece on white privilege.
10. I can be pretty sure of having my voice heard in a
group in which I am the only member of my race.
11. I can be casual about whether or not to listen to
another person’s voice in a group in which s/he is the only
member of his/her race.
12. I can go into a music shop and count on fi nding the
music of my race represented, into a supermarket and fi nd
the staple foods which fi t with my cultural traditions, into a
hairdresser’s shop and fi nd someone who can cut my hair.
13. Whether I use checks, credit cards or cash, I can
count on my skin color not to work against the appearance
of fi nancial reliability.
14. I can arrange to protect my children most of the time
from people who might not like them.
15. I do not have to educate my children to be aware of
systemic racism for their own daily physical protection.
16. I can be pretty sure that my children’s teachers
and employers will tolerate them if they fi t school and
workplace norms; my chief worries about them do not
concern others’ attitudes toward their race.
17. I can talk with my mouth full and not have people put
this down to my color.
18. I can swear, or dress in second hand clothes, or not
answer letters, without having people attribute these
choices to the bad morals, the poverty or the illiteracy of
my race.
19. I can speak in public to a powerful male group without
putting my race on trial.
20. I can do well in a challenging situation without being
called a credit to my race.
21. I am never asked to speak for all the people of my
racial group.
White Privilege: Unpacking the Invisible Knapsack
by Peggy McIntosh
“I was taught to see racism only in individual acts of meanness,
not in invisible systems conferring dominance on my group”
DAILY EFFECTS OF WHITE PRIVILEGE
I decided to try to work on myself at least by identifying some of the daily effects of white privilege in my life. I have
chosen those conditions that I think in my ca ...
White Privilege Unpacking the Invisible Knapsack • Daily .docxharold7fisher61282
White Privilege: Unpacking the Invisible Knapsack
• Daily effects of white privilege
• Elusive and fugitive
• Earned strength, unearned power
"I was taught to see racism only in individual acts of meanness, not in invisible systems conferring
dominance on my group"
Peggy McIntosh
Through work to bring materials from women's studies into the rest of the curriculum, I have often noticed
men's unwillingness to grant that they are overprivileged, even though they may grant that women are
disadvantaged. They may say they will work to women's statues, in the society, the university, or the
curriculum, but they can't or won't support the idea of lessening men's. Denials that amount to taboos surround
the subject of advantages that men gain from women's disadvantages. These denials protect male privilege from
being fully acknowledged, lessened, or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized that, since hierarchies in our
society are interlocking, there are most likely a phenomenon, I realized that, since hierarchies in our society are
interlocking, there was most likely a phenomenon of while privilege that was similarly denied and protected. As
a white person, I realized I had been taught about racism as something that puts others at a disadvantage, but
had been taught not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught not to recognize male
privilege. So I have begun in an untutored way to ask what it is like to have white privilege. I have come to see
white privilege as an invisible package of unearned assets that I can count on cashing in each day, but about
which I was "meant" to remain oblivious. White privilege is like an invisible weightless knapsack of special
provisions, maps, passports, codebooks, visas, clothes, tools , and blank checks.
Describing white privilege makes one newly accountable. As we in women's studies work to reveal male
privilege and ask men to give up some of their power, so one who writes about having white privilege must ask,
"having described it, what will I do to lessen or end it?"
After I realized the extent to which men work from a base of unacknowledged privilege, I understood that much
of their oppressiveness was unconscious. Then I remembered the frequent charges from women of color that
white women whom they encounter are oppressive. I began to understand why we are just seen as oppressive,
even when we don't see ourselves that way. I began to count the ways in which I enjoy unearned skin privilege
and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an unfairly advantaged person, or as a
participant in a damaged culture. I was taught to see myself as an individual whose moral state depended on her
individual moral will. My schoo.
Column I
Column II
Column III
Column IV
Column V
Inherited/learned beliefs/customs
Alternate position (an alternative behavior, custom, or belief, one that is different from and challenges the inherited one)
Current view
Basis for your current view (how you came to it)
Reflections on doing this activity
Received norms:
Race/Ethnicity:
Religion:
Sexual Orientation:
Gender:
Name
Date
Social Work 151
Diversity Exploration #1
White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh
After you have read White Privilege: Unpacking the Invisible Knapsack, ask yourself the following questions and single space type your responses. Overtly bold type the prompts with your responses following in regular type. You can be brief, but your responses should be in complete sentences. I want to know what you think, not word-for-word Google responses.
1. What is white privilege?
2. What is unearned advantage?
3. What is conferred dominance?
4. How do people deny that systems of dominance exist?
5. How is white advantage strongly enculturated?
6. What is meant by the myth of meritocracy?
7. How might someone with white privilege use his or her unearned advantage for the betterment of all and not just his/her own cohorts? What ideas do you have about how people who are born “white” can use arbitrarily awarded power to try to reconstruct power systems?
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
“I was taught to see racism only in individual acts of meanness, not in invisible systems
conferring dominance on my group.”
Through work to bring my materials from women’s studies into the rest of their
curriculum, I have often noticed men’s unwillingness to grant they are over privileged,
even though they may grant that women are disadvantaged. They may say they will work
to women’s statues, in the society, the university, or the curriculum, but they can’t or
won’t support the idea of lessening men’s. Denials amount to taboos surround the subject
if advantages that men gain from women’s disadvantages. These denials protect male’s
privileges from being fully acknowledged, lessened, or ended.
Thinking about unacknowledged male privilege as a phenomenon, I realized that, since
hierarchies in our society are interlocking, there was most likely a phenomenon of white
privilege that was similarly denied and protected. As a white person, I realized I had been
taught about racism as something that puts others at a disadvantage, but had been taught
not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is like
to have white privilege. I have come to see white privilege as an invisible package of
unearned assets that I can count on cashing in each day, but abo ...
Column I
Column II
Column III
Column IV
Column V
Inherited/learned beliefs/customs
Alternate position (an alternative behavior, custom, or belief, one that is different from and challenges the inherited one)
Current view
Basis for your current view (how you came to it)
Reflections on doing this activity
Received norms:
Race/Ethnicity:
Religion:
Sexual Orientation:
Gender:
Name
Date
Social Work 151
Diversity Exploration #1
White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh
After you have read White Privilege: Unpacking the Invisible Knapsack, ask yourself the following questions and single space type your responses. Overtly bold type the prompts with your responses following in regular type. You can be brief, but your responses should be in complete sentences. I want to know what you think, not word-for-word Google responses.
1. What is white privilege?
2. What is unearned advantage?
3. What is conferred dominance?
4. How do people deny that systems of dominance exist?
5. How is white advantage strongly enculturated?
6. What is meant by the myth of meritocracy?
7. How might someone with white privilege use his or her unearned advantage for the betterment of all and not just his/her own cohorts? What ideas do you have about how people who are born “white” can use arbitrarily awarded power to try to reconstruct power systems?
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
“I was taught to see racism only in individual acts of meanness, not in invisible systems
conferring dominance on my group.”
Through work to bring my materials from women’s studies into the rest of their
curriculum, I have often noticed men’s unwillingness to grant they are over privileged,
even though they may grant that women are disadvantaged. They may say they will work
to women’s statues, in the society, the university, or the curriculum, but they can’t or
won’t support the idea of lessening men’s. Denials amount to taboos surround the subject
if advantages that men gain from women’s disadvantages. These denials protect male’s
privileges from being fully acknowledged, lessened, or ended.
Thinking about unacknowledged male privilege as a phenomenon, I realized that, since
hierarchies in our society are interlocking, there was most likely a phenomenon of white
privilege that was similarly denied and protected. As a white person, I realized I had been
taught about racism as something that puts others at a disadvantage, but had been taught
not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is like
to have white privilege. I have come to see white privilege as an invisible package of
unearned assets that I can count on cashing in each day, but abo.
Column I
Column II
Column III
Column IV
Column V
Inherited/learned beliefs/customs
Alternate position (an alternative behavior, custom, or belief, one that is different from and challenges the inherited one)
Current view
Basis for your current view (how you came to it)
Reflections on doing this activity
Received norms:
Race/Ethnicity:
Religion:
Sexual Orientation:
Gender:
Name
Date
Social Work 151
Diversity Exploration #1
White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh
After you have read White Privilege: Unpacking the Invisible Knapsack, ask yourself the following questions and single space type your responses. Overtly bold type the prompts with your responses following in regular type. You can be brief, but your responses should be in complete sentences. I want to know what you think, not word-for-word Google responses.
1. What is white privilege?
2. What is unearned advantage?
3. What is conferred dominance?
4. How do people deny that systems of dominance exist?
5. How is white advantage strongly enculturated?
6. What is meant by the myth of meritocracy?
7. How might someone with white privilege use his or her unearned advantage for the betterment of all and not just his/her own cohorts? What ideas do you have about how people who are born “white” can use arbitrarily awarded power to try to reconstruct power systems?
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
“I was taught to see racism only in individual acts of meanness, not in invisible systems
conferring dominance on my group.”
Through work to bring my materials from women’s studies into the rest of their
curriculum, I have often noticed men’s unwillingness to grant they are over privileged,
even though they may grant that women are disadvantaged. They may say they will work
to women’s statues, in the society, the university, or the curriculum, but they can’t or
won’t support the idea of lessening men’s. Denials amount to taboos surround the subject
if advantages that men gain from women’s disadvantages. These denials protect male’s
privileges from being fully acknowledged, lessened, or ended.
Thinking about unacknowledged male privilege as a phenomenon, I realized that, since
hierarchies in our society are interlocking, there was most likely a phenomenon of white
privilege that was similarly denied and protected. As a white person, I realized I had been
taught about racism as something that puts others at a disadvantage, but had been taught
not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is like
to have white privilege. I have come to see white privilege as an invisible package of
unearned assets that I can count on cashing in each day, but abo.
White Privilege Unpacking the Invisible KnapsackBy Peggy Mc.docxharold7fisher61282
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
This article is now considered a ‘classic’ by anti-racist educators. It has been used in workshops and
classes throughout the United States and Canada for many years. While people of color have described
for years how whites benefit from unearned privileges, this is one of the first articles written by a white
person on the topics.
It is suggested that participants read the article and discuss it. Participants can then write a list
of additional ways in which whites are privileged in their own school and community setting. Or
participants can be asked to keep a diary for the following week of white privilege that they notice (and in
some cases challenge) in their daily lives. These can be shared and discussed the following week.
Through work to bring materials from Women’s Studies into the rest of the curriculum, I have
often noticed men’s unwillingness to grant that they are over privileged, even though they may grant that
women are disadvantaged. They may say they will work to improve women’s status, in the society, the
university, or the curriculum, but they can’t or won’t support the idea of lessening men’s. Denials, which
amount to taboos, surround the subject of advantages, which men gain from women’s disadvantages.
These denials protect male privilege from being fully acknowledged, lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized that since
hierarchies in our society are interlocking, there was most likely a phenomenon of white privilege,
which was similarly denied and protected. As a white person, I realized I had been taught about
racism as something which puts others at a disadvantage, but had been taught not to see one of its
corollary aspects, white privilege which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught not to
recognize male privilege. So I have begun in an untutored way to ask what it is like to have white
privilege. I have come to see white privilege as an invisible package of unearned assets which I can
count on cashing in each day, but about which I was ‘meant’ to remain oblivious. White privilege is
like an invisible weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes,
tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s Studies work to
reveal male privilege and ask men to give up some of their power, so one who writes about having white
privilege must ask, “ Having described it what will I do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered the frequent charges
from women of color that white women whom they encounter are oppressive. I began to understand why
we are justly seen as oppressive, even when .
Peggy McIntosh is associate director of the Wellesley Collage .docxherbertwilson5999
Peggy McIntosh is associate director of the Wellesley Collage Center for Research on Women. This essay is excerpted from Working
Paper 189. "White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences through Work in Women's
Studies" (1988), by Peggy McIntosh; available for $4.00 from the Wellesley College Center for Research on Women, Wellesley MA 02181
The working paper contains a longer list of privileges. This excerpted essay is reprinted from the Winter 1990 issue of Independent
School.
White Privilege: Unpacking the Invisible Knapsack
Peggy McIntosh
"I was taught to see racism only in individual acts of meanness, not in invisible systems conferring
dominance on my group"
Through work to bring materials from women's studies into the rest of the curriculum, I have often
noticed men's unwillingness to grant that they are overprivileged, even though they may grant that
women are disadvantaged. They may say they will work to women's statues, in the society, the
university, or the curriculum, but they can't or won't support the idea of lessening men's. Denials that
amount to taboos surround the subject of advantages that men gain from women's disadvantages. These
denials protect male privilege from being fully acknowledged, lessened, or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized that, since hierarchies in
our society are interlocking, there are most likely a phenomenon, I realized that, since hierarchies in our
society are interlocking, there was most likely a phenomenon of while privilege that was similarly
denied and protected. As a white person, I realized I had been taught about racism as something that puts
others at a disadvantage, but had been taught not to see one of its corollary aspects, white privilege,
which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught not to recognize
male privilege. So I have begun in an untutored way to ask what it is like to have white privilege. I have
come to see white privilege as an invisible package of unearned assets that I can count on cashing in
each day, but about which I was "meant" to remain oblivious. White privilege is like an invisible
weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes, tools , and blank
checks.
Describing white privilege makes one newly accountable. As we in women's studies work to reveal male
privilege and ask men to give up some of their power, so one who writes about having white privilege
must ask, "having described it, what will I do to lessen or end it?"
After I realized the extent to which men work from a base of unacknowledged privilege, I understood
that much of their oppressiveness was unconscious. Then I remembered the frequent charges from
women of color that white women whom they encounter are oppressive. I began to understand why we
are just seen as oppressive, even when we don't see ours.
White Privilege Unpacking the Invisible Knapsack • Daily .docxharold7fisher61282
White Privilege: Unpacking the Invisible Knapsack
• Daily effects of white privilege
• Elusive and fugitive
• Earned strength, unearned power
"I was taught to see racism only in individual acts of meanness, not in invisible systems conferring
dominance on my group"
Peggy McIntosh
Through work to bring materials from women's studies into the rest of the curriculum, I have often noticed
men's unwillingness to grant that they are overprivileged, even though they may grant that women are
disadvantaged. They may say they will work to women's statues, in the society, the university, or the
curriculum, but they can't or won't support the idea of lessening men's. Denials that amount to taboos surround
the subject of advantages that men gain from women's disadvantages. These denials protect male privilege from
being fully acknowledged, lessened, or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized that, since hierarchies in our
society are interlocking, there are most likely a phenomenon, I realized that, since hierarchies in our society are
interlocking, there was most likely a phenomenon of while privilege that was similarly denied and protected. As
a white person, I realized I had been taught about racism as something that puts others at a disadvantage, but
had been taught not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught not to recognize male
privilege. So I have begun in an untutored way to ask what it is like to have white privilege. I have come to see
white privilege as an invisible package of unearned assets that I can count on cashing in each day, but about
which I was "meant" to remain oblivious. White privilege is like an invisible weightless knapsack of special
provisions, maps, passports, codebooks, visas, clothes, tools , and blank checks.
Describing white privilege makes one newly accountable. As we in women's studies work to reveal male
privilege and ask men to give up some of their power, so one who writes about having white privilege must ask,
"having described it, what will I do to lessen or end it?"
After I realized the extent to which men work from a base of unacknowledged privilege, I understood that much
of their oppressiveness was unconscious. Then I remembered the frequent charges from women of color that
white women whom they encounter are oppressive. I began to understand why we are just seen as oppressive,
even when we don't see ourselves that way. I began to count the ways in which I enjoy unearned skin privilege
and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an unfairly advantaged person, or as a
participant in a damaged culture. I was taught to see myself as an individual whose moral state depended on her
individual moral will. My schoo.
Column I
Column II
Column III
Column IV
Column V
Inherited/learned beliefs/customs
Alternate position (an alternative behavior, custom, or belief, one that is different from and challenges the inherited one)
Current view
Basis for your current view (how you came to it)
Reflections on doing this activity
Received norms:
Race/Ethnicity:
Religion:
Sexual Orientation:
Gender:
Name
Date
Social Work 151
Diversity Exploration #1
White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh
After you have read White Privilege: Unpacking the Invisible Knapsack, ask yourself the following questions and single space type your responses. Overtly bold type the prompts with your responses following in regular type. You can be brief, but your responses should be in complete sentences. I want to know what you think, not word-for-word Google responses.
1. What is white privilege?
2. What is unearned advantage?
3. What is conferred dominance?
4. How do people deny that systems of dominance exist?
5. How is white advantage strongly enculturated?
6. What is meant by the myth of meritocracy?
7. How might someone with white privilege use his or her unearned advantage for the betterment of all and not just his/her own cohorts? What ideas do you have about how people who are born “white” can use arbitrarily awarded power to try to reconstruct power systems?
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
“I was taught to see racism only in individual acts of meanness, not in invisible systems
conferring dominance on my group.”
Through work to bring my materials from women’s studies into the rest of their
curriculum, I have often noticed men’s unwillingness to grant they are over privileged,
even though they may grant that women are disadvantaged. They may say they will work
to women’s statues, in the society, the university, or the curriculum, but they can’t or
won’t support the idea of lessening men’s. Denials amount to taboos surround the subject
if advantages that men gain from women’s disadvantages. These denials protect male’s
privileges from being fully acknowledged, lessened, or ended.
Thinking about unacknowledged male privilege as a phenomenon, I realized that, since
hierarchies in our society are interlocking, there was most likely a phenomenon of white
privilege that was similarly denied and protected. As a white person, I realized I had been
taught about racism as something that puts others at a disadvantage, but had been taught
not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is like
to have white privilege. I have come to see white privilege as an invisible package of
unearned assets that I can count on cashing in each day, but abo ...
Column I
Column II
Column III
Column IV
Column V
Inherited/learned beliefs/customs
Alternate position (an alternative behavior, custom, or belief, one that is different from and challenges the inherited one)
Current view
Basis for your current view (how you came to it)
Reflections on doing this activity
Received norms:
Race/Ethnicity:
Religion:
Sexual Orientation:
Gender:
Name
Date
Social Work 151
Diversity Exploration #1
White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh
After you have read White Privilege: Unpacking the Invisible Knapsack, ask yourself the following questions and single space type your responses. Overtly bold type the prompts with your responses following in regular type. You can be brief, but your responses should be in complete sentences. I want to know what you think, not word-for-word Google responses.
1. What is white privilege?
2. What is unearned advantage?
3. What is conferred dominance?
4. How do people deny that systems of dominance exist?
5. How is white advantage strongly enculturated?
6. What is meant by the myth of meritocracy?
7. How might someone with white privilege use his or her unearned advantage for the betterment of all and not just his/her own cohorts? What ideas do you have about how people who are born “white” can use arbitrarily awarded power to try to reconstruct power systems?
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
“I was taught to see racism only in individual acts of meanness, not in invisible systems
conferring dominance on my group.”
Through work to bring my materials from women’s studies into the rest of their
curriculum, I have often noticed men’s unwillingness to grant they are over privileged,
even though they may grant that women are disadvantaged. They may say they will work
to women’s statues, in the society, the university, or the curriculum, but they can’t or
won’t support the idea of lessening men’s. Denials amount to taboos surround the subject
if advantages that men gain from women’s disadvantages. These denials protect male’s
privileges from being fully acknowledged, lessened, or ended.
Thinking about unacknowledged male privilege as a phenomenon, I realized that, since
hierarchies in our society are interlocking, there was most likely a phenomenon of white
privilege that was similarly denied and protected. As a white person, I realized I had been
taught about racism as something that puts others at a disadvantage, but had been taught
not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is like
to have white privilege. I have come to see white privilege as an invisible package of
unearned assets that I can count on cashing in each day, but abo.
Column I
Column II
Column III
Column IV
Column V
Inherited/learned beliefs/customs
Alternate position (an alternative behavior, custom, or belief, one that is different from and challenges the inherited one)
Current view
Basis for your current view (how you came to it)
Reflections on doing this activity
Received norms:
Race/Ethnicity:
Religion:
Sexual Orientation:
Gender:
Name
Date
Social Work 151
Diversity Exploration #1
White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh
After you have read White Privilege: Unpacking the Invisible Knapsack, ask yourself the following questions and single space type your responses. Overtly bold type the prompts with your responses following in regular type. You can be brief, but your responses should be in complete sentences. I want to know what you think, not word-for-word Google responses.
1. What is white privilege?
2. What is unearned advantage?
3. What is conferred dominance?
4. How do people deny that systems of dominance exist?
5. How is white advantage strongly enculturated?
6. What is meant by the myth of meritocracy?
7. How might someone with white privilege use his or her unearned advantage for the betterment of all and not just his/her own cohorts? What ideas do you have about how people who are born “white” can use arbitrarily awarded power to try to reconstruct power systems?
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
“I was taught to see racism only in individual acts of meanness, not in invisible systems
conferring dominance on my group.”
Through work to bring my materials from women’s studies into the rest of their
curriculum, I have often noticed men’s unwillingness to grant they are over privileged,
even though they may grant that women are disadvantaged. They may say they will work
to women’s statues, in the society, the university, or the curriculum, but they can’t or
won’t support the idea of lessening men’s. Denials amount to taboos surround the subject
if advantages that men gain from women’s disadvantages. These denials protect male’s
privileges from being fully acknowledged, lessened, or ended.
Thinking about unacknowledged male privilege as a phenomenon, I realized that, since
hierarchies in our society are interlocking, there was most likely a phenomenon of white
privilege that was similarly denied and protected. As a white person, I realized I had been
taught about racism as something that puts others at a disadvantage, but had been taught
not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is like
to have white privilege. I have come to see white privilege as an invisible package of
unearned assets that I can count on cashing in each day, but abo.
White Privilege Unpacking the Invisible KnapsackBy Peggy Mc.docxharold7fisher61282
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
This article is now considered a ‘classic’ by anti-racist educators. It has been used in workshops and
classes throughout the United States and Canada for many years. While people of color have described
for years how whites benefit from unearned privileges, this is one of the first articles written by a white
person on the topics.
It is suggested that participants read the article and discuss it. Participants can then write a list
of additional ways in which whites are privileged in their own school and community setting. Or
participants can be asked to keep a diary for the following week of white privilege that they notice (and in
some cases challenge) in their daily lives. These can be shared and discussed the following week.
Through work to bring materials from Women’s Studies into the rest of the curriculum, I have
often noticed men’s unwillingness to grant that they are over privileged, even though they may grant that
women are disadvantaged. They may say they will work to improve women’s status, in the society, the
university, or the curriculum, but they can’t or won’t support the idea of lessening men’s. Denials, which
amount to taboos, surround the subject of advantages, which men gain from women’s disadvantages.
These denials protect male privilege from being fully acknowledged, lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized that since
hierarchies in our society are interlocking, there was most likely a phenomenon of white privilege,
which was similarly denied and protected. As a white person, I realized I had been taught about
racism as something which puts others at a disadvantage, but had been taught not to see one of its
corollary aspects, white privilege which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught not to
recognize male privilege. So I have begun in an untutored way to ask what it is like to have white
privilege. I have come to see white privilege as an invisible package of unearned assets which I can
count on cashing in each day, but about which I was ‘meant’ to remain oblivious. White privilege is
like an invisible weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes,
tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s Studies work to
reveal male privilege and ask men to give up some of their power, so one who writes about having white
privilege must ask, “ Having described it what will I do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered the frequent charges
from women of color that white women whom they encounter are oppressive. I began to understand why
we are justly seen as oppressive, even when .
Peggy McIntosh is associate director of the Wellesley Collage .docxherbertwilson5999
Peggy McIntosh is associate director of the Wellesley Collage Center for Research on Women. This essay is excerpted from Working
Paper 189. "White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences through Work in Women's
Studies" (1988), by Peggy McIntosh; available for $4.00 from the Wellesley College Center for Research on Women, Wellesley MA 02181
The working paper contains a longer list of privileges. This excerpted essay is reprinted from the Winter 1990 issue of Independent
School.
White Privilege: Unpacking the Invisible Knapsack
Peggy McIntosh
"I was taught to see racism only in individual acts of meanness, not in invisible systems conferring
dominance on my group"
Through work to bring materials from women's studies into the rest of the curriculum, I have often
noticed men's unwillingness to grant that they are overprivileged, even though they may grant that
women are disadvantaged. They may say they will work to women's statues, in the society, the
university, or the curriculum, but they can't or won't support the idea of lessening men's. Denials that
amount to taboos surround the subject of advantages that men gain from women's disadvantages. These
denials protect male privilege from being fully acknowledged, lessened, or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized that, since hierarchies in
our society are interlocking, there are most likely a phenomenon, I realized that, since hierarchies in our
society are interlocking, there was most likely a phenomenon of while privilege that was similarly
denied and protected. As a white person, I realized I had been taught about racism as something that puts
others at a disadvantage, but had been taught not to see one of its corollary aspects, white privilege,
which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught not to recognize
male privilege. So I have begun in an untutored way to ask what it is like to have white privilege. I have
come to see white privilege as an invisible package of unearned assets that I can count on cashing in
each day, but about which I was "meant" to remain oblivious. White privilege is like an invisible
weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes, tools , and blank
checks.
Describing white privilege makes one newly accountable. As we in women's studies work to reveal male
privilege and ask men to give up some of their power, so one who writes about having white privilege
must ask, "having described it, what will I do to lessen or end it?"
After I realized the extent to which men work from a base of unacknowledged privilege, I understood
that much of their oppressiveness was unconscious. Then I remembered the frequent charges from
women of color that white women whom they encounter are oppressive. I began to understand why we
are just seen as oppressive, even when we don't see ours.
McIntosh_WhitePrivilege_1990.pdfPeggy McIntosh is associatAbramMartino96
McIntosh_WhitePrivilege_1990.pdf
Peggy McIntosh is associate director of the Wellesley Collage Center for Research on Women. This essay is excerpted from Working
Paper 189. "White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences through Work in Women's
Studies" (1988), by Peggy McIntosh; available for $4.00 from the Wellesley College Center for Research on Women, Wellesley MA 02181
The working paper contains a longer list of privileges. This excerpted essay is reprinted from the Winter 1990 issue of Independent
School.
White Privilege: Unpacking the Invisible Knapsack
Peggy McIntosh
"I was taught to see racism only in individual acts of meanness, not in invisible systems conferring
dominance on my group"
Through work to bring materials from women's studies into the rest of the curriculum, I have often
noticed men's unwillingness to grant that they are overprivileged, even though they may grant that
women are disadvantaged. They may say they will work to women's statues, in the society, the
university, or the curriculum, but they can't or won't support the idea of lessening men's. Denials that
amount to taboos surround the subject of advantages that men gain from women's disadvantages. These
denials protect male privilege from being fully acknowledged, lessened, or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized that, since hierarchies in
our society are interlocking, there are most likely a phenomenon, I realized that, since hierarchies in our
society are interlocking, there was most likely a phenomenon of while privilege that was similarly
denied and protected. As a white person, I realized I had been taught about racism as something that puts
others at a disadvantage, but had been taught not to see one of its corollary aspects, white privilege,
which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught not to recognize
male privilege. So I have begun in an untutored way to ask what it is like to have white privilege. I have
come to see white privilege as an invisible package of unearned assets that I can count on cashing in
each day, but about which I was "meant" to remain oblivious. White privilege is like an invisible
weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes, tools , and blank
checks.
Describing white privilege makes one newly accountable. As we in women's studies work to reveal male
privilege and ask men to give up some of their power, so one who writes about having white privilege
must ask, "having described it, what will I do to lessen or end it?"
After I realized the extent to which men work from a base of unacknowledged privilege, I understood
that much of their oppressiveness was unconscious. Then I remembered the frequent charges from
women of color that white women whom they encounter are oppressive. I began to understand why we
are just seen as oppr ...
Chapter 12 Coping and Support in Late Adulthood I. Coping.docxbartholomeocoombs
Chapter 12 Coping and Support in Late Adulthood
I. Coping Strategies and Aging
A. Non-developmental Models of Coping
1. Late adulthood presents new challenges as adults enter their elderly years
2. One popular and long-standing way of describing cognitive coping strategies is through the use of coping mechanisms.
3. These mechanisms can range from the
a) More deliberately used and adaptive, such as humor, to
b) The more involuntary, immature, and maladaptive, such as extreme denial of a source of stress (Vaillant, 2000).
4. Another way is to divide strategies by focus- Popular non-developmental models of coping
a) Problem-focused category
(1) Aimed at searching for workable solutions or resolutions to the issues creating the stress.
b) Emotion-focused category
(1) Generally used when the target or source of the stress cannot be changed or eliminated.
B. Developmental Regulation
1. Developmental regulation
a) Highlights differences between primary control, which peaks in middle adulthood, and secondary control, which increases in strength and effectiveness throughout adulthood
b) Offers a strategy for maintaining a sense of personal control over our situation, which is likely to contribute to successful aging
c) PRIMARY CONTROL generally involves outward or external actions,
d) SECONDARY CONTROL involves deliberately adjusting our internal sense of self, identity, and motivation to cope with external changes (Heckhausen, 1997).
C. Socioemotional Selectivity Theory
1. Most people maintain the size of their social support network until very late in life.
2. The socioemotional selectivity theory (SST) encourages older adults to cope by regulating their emotional responses, primarily by limiting their social interactions to those that are positive and supportive.
D. Selection, Optimization, and Compensation
1. The Selection, Optimization, and Compensation SOC model encourages older adults to
a) Survey their resources and select reasonable goals and priorities
b) Optimize their resources with a focus on achieving those goals
c) Use their resources to compensate for losses.
2. While considered a meta-theory and applied to many areas of life, the SOC model is well suited as a coping strategy for older adults who are adjusting to limited resources and abilities.
II. Coping by Accepting Social Support
A. Social Relationships and Support
1. A helpful way to cope with the challenges of aging is to turn to trustworthy family members, friends, and neighbors.
2. Social networks generally get smaller with age, but they will increase as an older adult experiences more disability and when a crisis oc.
White Privilege Unpacking the Invisible Backpack by Pegg.docxharold7fisher61282
White Privilege: Unpacking the Invisible Backpack
by Peggy McIntosh
Through the work to bring materials from Women’s Studies into the rest of the
curriculum, I have often noticed men’s unwillingness to grant that they are over-
privileged, even though they may grant that women are disadvantaged. They may say
they will work to improve women’s status, in the society, the university, or the
curriculum, but they can’t or won’t support the idea of lessening men’s. Denials which
amount to taboos sur round the subject of advantages which men gain from women’s
disadvantages. These denials protect male privilege from being fully acknowledged,
lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized
that since hierarchies in our society are interlocking, there was most likely a
phenomenon of white privilege which was similarly denied and protected. As a white
person, I realized I had been taught about racism as something which puts others at a
disadvantage, but had been taught not to see one of its corollary aspects, white
privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is
like to have white privilege. I have come to se white privilege as an invisible package of
unearned assets which I can count on cashing in each day, but about which I was
‘meant’ to remain oblivious. White privilege is like an invisible weightless backpack of
special provisions, maps, passports, codebooks, visas, clothes, tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s
Studies work to reveal male privilege and ask men to give up some of their power, so
one who writes about having white privilege must ask, “Having described it, what will I
do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered
the frequent charges from women of color that white women whom they encounter are
oppressive. I began to understand why we are justly seen as oppressive, even when
we don’t see ourselves that way. I began to count the ways in which I enjoy unearned
skin privilege and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an
unfairly advantaged person, or as a participant in a damaged culture. I was taught to
see myself as an individual whose moral state depended on her individual moral will.
My schooling followed the pattern my colleague Elizabeth Minnich has pointed out:
whites are taught to think of their lives as a morally neutral, normative, and average,
also ideal, so that when we work to benefit others, this is seen as work whic.
White Privilege Unpacking the Invisible Backpack by Pegg.docxphilipnelson29183
White Privilege: Unpacking the Invisible Backpack
by Peggy McIntosh
Through the work to bring materials from Women’s Studies into the rest of the
curriculum, I have often noticed men’s unwillingness to grant that they are over-
privileged, even though they may grant that women are disadvantaged. They may say
they will work to improve women’s status, in the society, the university, or the
curriculum, but they can’t or won’t support the idea of lessening men’s. Denials which
amount to taboos sur round the subject of advantages which men gain from women’s
disadvantages. These denials protect male privilege from being fully acknowledged,
lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized
that since hierarchies in our society are interlocking, there was most likely a
phenomenon of white privilege which was similarly denied and protected. As a white
person, I realized I had been taught about racism as something which puts others at a
disadvantage, but had been taught not to see one of its corollary aspects, white
privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is
like to have white privilege. I have come to se white privilege as an invisible package of
unearned assets which I can count on cashing in each day, but about which I was
‘meant’ to remain oblivious. White privilege is like an invisible weightless backpack of
special provisions, maps, passports, codebooks, visas, clothes, tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s
Studies work to reveal male privilege and ask men to give up some of their power, so
one who writes about having white privilege must ask, “Having described it, what will I
do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered
the frequent charges from women of color that white women whom they encounter are
oppressive. I began to understand why we are justly seen as oppressive, even when
we don’t see ourselves that way. I began to count the ways in which I enjoy unearned
skin privilege and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an
unfairly advantaged person, or as a participant in a damaged culture. I was taught to
see myself as an individual whose moral state depended on her individual moral will.
My schooling followed the pattern my colleague Elizabeth Minnich has pointed out:
whites are taught to think of their lives as a morally neutral, normative, and average,
also ideal, so that when we work to benefit others, this is seen as work whic.
White Privilege Unpacking the Invisible Backpack by Pegg.docxalanfhall8953
White Privilege: Unpacking the Invisible Backpack
by Peggy McIntosh
Through the work to bring materials from Women’s Studies into the rest of the
curriculum, I have often noticed men’s unwillingness to grant that they are over-
privileged, even though they may grant that women are disadvantaged. They may say
they will work to improve women’s status, in the society, the university, or the
curriculum, but they can’t or won’t support the idea of lessening men’s. Denials which
amount to taboos sur round the subject of advantages which men gain from women’s
disadvantages. These denials protect male privilege from being fully acknowledged,
lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized
that since hierarchies in our society are interlocking, there was most likely a
phenomenon of white privilege which was similarly denied and protected. As a white
person, I realized I had been taught about racism as something which puts others at a
disadvantage, but had been taught not to see one of its corollary aspects, white
privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is
like to have white privilege. I have come to se white privilege as an invisible package of
unearned assets which I can count on cashing in each day, but about which I was
‘meant’ to remain oblivious. White privilege is like an invisible weightless backpack of
special provisions, maps, passports, codebooks, visas, clothes, tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s
Studies work to reveal male privilege and ask men to give up some of their power, so
one who writes about having white privilege must ask, “Having described it, what will I
do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered
the frequent charges from women of color that white women whom they encounter are
oppressive. I began to understand why we are justly seen as oppressive, even when
we don’t see ourselves that way. I began to count the ways in which I enjoy unearned
skin privilege and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an
unfairly advantaged person, or as a participant in a damaged culture. I was taught to
see myself as an individual whose moral state depended on her individual moral will.
My schooling followed the pattern my colleague Elizabeth Minnich has pointed out:
whites are taught to think of their lives as a morally neutral, normative, and average,
also ideal, so that when we work to benefit others, this is seen as work whic.
White Privilege Unpacking the Invisible Backpack by Pegg.docxhelzerpatrina
White Privilege: Unpacking the Invisible Backpack
by Peggy McIntosh
Through the work to bring materials from Women’s Studies into the rest of the
curriculum, I have often noticed men’s unwillingness to grant that they are over-
privileged, even though they may grant that women are disadvantaged. They may say
they will work to improve women’s status, in the society, the university, or the
curriculum, but they can’t or won’t support the idea of lessening men’s. Denials which
amount to taboos sur round the subject of advantages which men gain from women’s
disadvantages. These denials protect male privilege from being fully acknowledged,
lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized
that since hierarchies in our society are interlocking, there was most likely a
phenomenon of white privilege which was similarly denied and protected. As a white
person, I realized I had been taught about racism as something which puts others at a
disadvantage, but had been taught not to see one of its corollary aspects, white
privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is
like to have white privilege. I have come to se white privilege as an invisible package of
unearned assets which I can count on cashing in each day, but about which I was
‘meant’ to remain oblivious. White privilege is like an invisible weightless backpack of
special provisions, maps, passports, codebooks, visas, clothes, tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s
Studies work to reveal male privilege and ask men to give up some of their power, so
one who writes about having white privilege must ask, “Having described it, what will I
do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered
the frequent charges from women of color that white women whom they encounter are
oppressive. I began to understand why we are justly seen as oppressive, even when
we don’t see ourselves that way. I began to count the ways in which I enjoy unearned
skin privilege and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an
unfairly advantaged person, or as a participant in a damaged culture. I was taught to
see myself as an individual whose moral state depended on her individual moral will.
My schooling followed the pattern my colleague Elizabeth Minnich has pointed out:
whites are taught to think of their lives as a morally neutral, normative, and average,
also ideal, so that when we work to benefit others, this is seen as work whic ...
WHITE PRIVILEGE AND MALE PRIVILEGE A Personal Account of Comi.docxhelzerpatrina
WHITE PRIVILEGE AND MALE PRIVILEGE: A Personal Account of Coming to See
Correspondences Through Work in Women's Studies (1988)
By Peggy McIntosh
Through work to bring materials and perspectives from Women's Studies into the rest of
the curriculum, I have often noticed men's unwillingness to grant that they are over
privileged in the curriculum, even though they may grant that women are
disadvantaged. Denials that amount to taboos surround the subject of advantages that
men gain from women's disadvantages. These denials protect male privilege from being
fully recognized, acknowledged, lessened, or ended.
Thinking through unacknowledged male privilege as a phenomenon with a life of
its own, I realized that since hierarchies in our society are interlocking, there was most
likely a phenomenon of white privilege that was similarly denied and protected, but alive
and real in its effects. As a white person, I realized I had been taught about racism as
something that puts others at a disadvantage, but had been taught not to see one of its
corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are
taught not to recognize male privilege. So I have begun in an untutored way to ask what
it is like to have white privilege. This paper is a partial record of my personal
observations and not a scholarly analysis. It is based on my daily experiences within my
particular circumstances.
I have come to see white privilege as an invisible package of unearned assets
that I can count on cashing in each day, but about which I was "meant" to remain
oblivious. White privilege is like an invisible weightless knapsack of special provisions,
assurances, tools, maps, guides, codebooks, passports, visas, clothes, compass,
emergency gear, and blank checks.
Since I have had trouble facing white privilege, and describing its results in my
life, I saw parallels here with men's reluctance to acknowledge male privilege. Only
rarely will a man go beyond acknowledging that women are disadvantaged to
acknowledging that men have unearned advantage, or that unearned privilege has not
been good for men's development as human beings, or for society's development, or
that privilege systems might ever be challenged and changed.
I will review here several types or layers of denial that I see at work protecting,
and preventing awareness about, entrenched male privilege. Then I will draw parallels,
from my own experience, with the denials that veil the facts of white privilege. Finally, I
will list forty-six ordinary and daily ways in which I experience having white privilege, by
contrast with my African American colleagues in the same building. This list is not
intended to be generalizable. Others can make their own lists from within their own life
circumstances.
Writing this paper has been difficult, despite warm receptions for the t ...
1. Briefly discuss either prejudice or racism and give an example fr.pdfeyebolloptics
1. Briefly discuss either prejudice or racism and give an example from your own experience
(something you have seen or something you experienced directly).
This is a psychology question but, since there is no psychology section to post on anymore I need
someone to answer this question!
Answer must be lengthy and not plagiarized! Answer must include an example from your own
experience. Thanks! Don\'t copy and paste an answer from somewhere.
Solution
I would like to discuss prejudice
Prejudice is an idea or opinion that is not based on logic or fact or actual experience. Prejudice
generally has a negative connotation, particularly when it is hatred, dislike or intolerance towards
other people. People often think prejudice is only related to racial prejudice often found between
those with light skin and those with dark skin. However, prejudice runs much deeper than a
person’s color. Prejudice is found between gender, religion, cultural and geographical
background, and race. People have discriminated against others based upon these attributes from
the beginning of time. Prejudice has become a complex problem in our society today and much
of our world’s history is based upon such hatred. In the 1600’s, white men used Africans as
slaves and treated them as if they were not human. “Colored” people were not even allowed to
use the same drinking fountains as white people until the mid-1900’s. Until the early years of
twentieth century women were not allowed to vote. The holocaust happened partially because of
a prejudice towards jews. Even today, Women are not allowed to drive in Saudi Arabia and they
are required to walk behind the man who is with them. Prejudice is seen and felt workplaces, in
societies and more or less all countries of the world. Private clubs are often exclusive. For
example, some don’t allow members who are Black or Jewish.Some people will not buy a
Japanese car because of the bombing of Pearl Harbor. After 9/11, anyone who looked Middle
Eastern was looked at suspiciously and was often the victim of prejudice. Some corporations hire
women but do not promote any of them to supervisory positions.
Our society is riddled with such hatred based upon peoples’ beliefs and origins and it seems
millions are fighting each other for no relevant reason at all.
I would like to share my own personal experience at my previous organization. I was
academicallythe best student chosen from the campus to join that organization. I excelled in
every single thing I took up. My reporting manager was very happy with my performance, even
then the higher management would not give me any challenging work. I was assumed to leave
early from work only because I was a woman. My male collegues at the same level were not
only promoted but also given a 30% hike over their previous salary, while i was only offered a
20% hike. There were a lot of stereotypes that existed there.Time and again I was judged for my
appearance and my dressing sense. All of this not only .
Assignment 3Assignment 3 Financial Analysis Graphs Excel TemplateMonth 1 BudgetMonth 2 BudgetMonth 3 BudgetFinancial Goal Savings ProgressDollarsPercentDollarsPercentDollarsPercentSavingsOverall SavingsAmount Remaining to SaveIncome-Income$ - 0-Income$ - 0-Month 1 0ExpendituresExpendituresExpendituresMonth 20HousingHousingHousingMonth 30FoodFoodFoodTransportationTransportationTransportationEducationEducationEducationUtilitiesUtilitiesUtilitiesTaxesTaxesTaxesHealth CareHealth Care$ 400Health CareFamily CareFamily CareFamily CareMiscellaneousMiscellaneousMiscellaneous$ 100SavingsSavingsSavings Total Total TotalAssignment 3 Excel Instructions:
In this assignment, you will make three monthly budgets. Your income increases each month using embedded formulas, as shown in the tables above. Additionally, in Months 2 and 3, some cells have been filled in with a formula to represent an unexpected expense in that expenditure category for the month. You will need to reallocate your budget around these expenses.
1. Fill in the Month 1 Budget based on your annual budget from Assignment 2. Remember that Assignment 2 was looking at your annual budget. So, to get the number for your monthly budget, you will need to divide by 12.
2. Notice that your income for Month 2 and Month 3 have been auto-calculated. Use these income numbers to plan your budgets in these months. Also, as noted in the instructions, notice that your “Health Care” costs for Month 2 and your “Miscellaneous” costs for Month 3 have auto-calculated. Do not change these numbers. You will need to plan around them.
3. For Month 2 and Month 3, fill in the cells for each category for how you are choosing to allocate your income in each of those months.
4. Use formulas to calculate the sum for your total in the “Dollars” columns, and fill in the “Percent” columns for each monthly budget.
5. Now produce a graphic for each of these three budgets to show the spending allocation. You could use a pie chart, bar chart, or other graphic from Excel. You will end up with three graphics, one for each month. Each graphic should show how you have allocated your income among the various categories.
6. Complete the Financial Goal Savings Progress table by entering in the “Savings” amount from each of your three monthly budgets. Use a formula to calculate how much you have left to save using the dollar amount of your chosen savings goal from Assignment 2.
7. Create a graphic that shows your progress toward your savings goal based on the information you input into the Financial Goal Savings Progress table. Select the type of graphic that you think would best illustrate your progress.
8. Put the graphics in the space below on this spreadsheet.
Place graphics here
Peggy McIntosh is associate director of the Wellesley Collage Center for Research on Women. This essay is excerpted from Working
Paper 189. "White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences thro.
Assignment 3Assignment 3 Financial Analysis Graphs Excel TemplateMonth 1 BudgetMonth 2 BudgetMonth 3 BudgetFinancial Goal Savings ProgressDollarsPercentDollarsPercentDollarsPercentSavingsOverall SavingsAmount Remaining to SaveIncome-Income$ - 0-Income$ - 0-Month 1 0ExpendituresExpendituresExpendituresMonth 20HousingHousingHousingMonth 30FoodFoodFoodTransportationTransportationTransportationEducationEducationEducationUtilitiesUtilitiesUtilitiesTaxesTaxesTaxesHealth CareHealth Care$ 400Health CareFamily CareFamily CareFamily CareMiscellaneousMiscellaneousMiscellaneous$ 100SavingsSavingsSavings Total Total TotalAssignment 3 Excel Instructions:
In this assignment, you will make three monthly budgets. Your income increases each month using embedded formulas, as shown in the tables above. Additionally, in Months 2 and 3, some cells have been filled in with a formula to represent an unexpected expense in that expenditure category for the month. You will need to reallocate your budget around these expenses.
1. Fill in the Month 1 Budget based on your annual budget from Assignment 2. Remember that Assignment 2 was looking at your annual budget. So, to get the number for your monthly budget, you will need to divide by 12.
2. Notice that your income for Month 2 and Month 3 have been auto-calculated. Use these income numbers to plan your budgets in these months. Also, as noted in the instructions, notice that your “Health Care” costs for Month 2 and your “Miscellaneous” costs for Month 3 have auto-calculated. Do not change these numbers. You will need to plan around them.
3. For Month 2 and Month 3, fill in the cells for each category for how you are choosing to allocate your income in each of those months.
4. Use formulas to calculate the sum for your total in the “Dollars” columns, and fill in the “Percent” columns for each monthly budget.
5. Now produce a graphic for each of these three budgets to show the spending allocation. You could use a pie chart, bar chart, or other graphic from Excel. You will end up with three graphics, one for each month. Each graphic should show how you have allocated your income among the various categories.
6. Complete the Financial Goal Savings Progress table by entering in the “Savings” amount from each of your three monthly budgets. Use a formula to calculate how much you have left to save using the dollar amount of your chosen savings goal from Assignment 2.
7. Create a graphic that shows your progress toward your savings goal based on the information you input into the Financial Goal Savings Progress table. Select the type of graphic that you think would best illustrate your progress.
8. Put the graphics in the space below on this spreadsheet.
Place graphics here
Peggy McIntosh is associate director of the Wellesley Collage Center for Research on Women. This essay is excerpted from Working
Paper 189. "White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences thro.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
The Beads of Privilege activity Materials needed • Str.docxrandymartin91030
The Beads of Privilege activity
Materials needed:
• String or bands to make bracelets
• As many different colored beads as each identity so in my adaption eight different
colored beads. For the number of beads factor in that for every person you expect to
come they could get up to eight beads in every category (though it is highly unlikely)
• Facilitation guide
• Tape (to hang up questions
• Dishes for people to put their beads in while they walk around
• Dishes to hold the beads.
Description: For this activity students will be making a bracelet to represent the different
identities that they have privilege in. To begin the beads are all sorted into different dishes and
placed around the room where they are matched to a question sheet. So for example the blue
beads would symbolize religious privilege and students would take a bead for ever religious
statement that they felt they had experienced privilege. This activity should remain silent while
the participants are walking around gathering beads. They should then make their bracelets or
keychains and follow-up questions could be asked after to close out the activity.
Moderations: Keep in mind that these questions (both the privilege statements and the facilitation
questions) could change depending on different groups or different facilitation styles. Also note
that physical and mental ability can be separated into two different categories.
Risk level: moderate to high
Processing Questions:
1. Initial feelings and thoughts about this activity?
2. Were there any questions that you didn’t understand or that came as a surprise to you?
3. What are some of the identities that you think about the most? The least?
4. How often do you think about your privilege? Is it hard to be able to physically see it?
5. Any identities that you saw missing?
6. Closing thoughts?
Christian Privilege
1. My place of work or school is closed on your major
religious holidays.
2. I can talk openly about my religious practices without
concern for how it will be received by others.
3. When swearing an oath, I am probably making this oath
by placing my hand on the scripture of my religion.
4. I probably do not need to learn the religious or spiritual
customs of others, and I am likely not penalized for not
knowing them.
5. I can travel without others assuming that I put them at
risk because of my religion; nor will my religion put me
at risk from others when I travel.
6. My citizenship and immigration status will likely not be
questioned, and my background will likely not be
investigated, because of my religion.
7. I can openly display religious symbols on your body
(dress, accessories) without people staring or asking
questions
8. I can easily find a place of worship in my town that
subscribes to my belief.
Gender Privilege
1. I do not worry about walking alone at night
2. If I choose not to have children, my gender will not .
Essay about The Education System
My Personal Identity Essay
Expository
HIV and AIDS Essay
Essay on Writing Experience
Cookies Essay
Personal Hygiene Essay
Essay about The Education System
My Personal Identity Essay
Expository
HIV and AIDS Essay
Essay on Writing Experience
Cookies Essay
Personal Hygiene Essay
briefly summarize how the Electoral College works. Explain some of t.docxjackiewalcutt
briefly summarize how the Electoral College works. Explain some of the main pros and cons in the debate about whether to keep or abolish the current Electoral College process. Also explain one proposal to change how the system works without formally abolishing it. Evaluate the various arguments and the proposal. Include at least two perspectives in your assessment:
Your judgment about the relevance of the Electoral College's underlying rationale to contemporary America.
Your judgment about its impact on presidential leadership capacity.
.
Briefly summarize and analyze two primary sources, identifying their.docxjackiewalcutt
Briefly summarize and analyze two primary sources, identifying their intended audience, purpose, context in which they were produced (what was happening at the time), and their overall historical significance (why it is important). Once you have analyzed the documents, discuss how they relate to each other. For example, do they reveal different perspectives or change over time?
The purpose of this is to go deep into a piece of material and engage with the historians’ craft of how to interpret pieces of the past. This is not a right/wrong type of paper. This is your interpretation based on what you know. The paper needs to have a strong thesis statement supported by quotes from the primary source with a conclusion that sums it up.
The paper should be 2 – 3 pages
PRIMARY SOURCES:
Hunter-Gatherer and Agricultural Societies
Hunting and Warfare - Cave Paintings
Çatal Hüyük City Plan
Code of Hammurabi
Greece
Herodotus: On the Kings of Sparta
Accounts of the Hellenic Games
Plato: The Republic
Rome
The Roman Way of Declaring War
The 12 Tables
Strabo: The Grandeur of Rome
Late Antiquity and the Emergence of Islam
Sidonius Apollinaris: A Civilized Barbarian and Barbarian Roman
The Prophet Muhammad's Last Sermon
The Qu'ran 1, 47
Feudalism
Pope Gregory the Great: Succession to Tenant Holdings on Church Land
Æthelwulf, King of Wessex: Grant of a Tenth of Public Land
Canute the Great: The Granting of Fiefs
The Crusades
Gregory VII: Call for a Crusade [First Crusade]
Eugene III: Summons for a Crusade [Second Crusade]
The Decline of Christian Power in the Holy Land
Richard the Lion-Hearted Conquers Cypress
The Middle Ages
Gregory of Tours: The Harsh Treatment of Serfs and Slaves
Geoffrey Chaucer, The Canterbury Tales: The Prologue to the Wife of Bath's Tale
The Renaissance and Discovery
Niccolo Machiavelli: The Prince [excerpts]
The Book of the Courtier [Excerpt]
The Life of Leonardo da Vinci
Christopher Columbus: Extracts from Journal
Sir Francis Drake's Famous Voyage Around the World
.
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McIntosh_WhitePrivilege_1990.pdfPeggy McIntosh is associatAbramMartino96
McIntosh_WhitePrivilege_1990.pdf
Peggy McIntosh is associate director of the Wellesley Collage Center for Research on Women. This essay is excerpted from Working
Paper 189. "White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences through Work in Women's
Studies" (1988), by Peggy McIntosh; available for $4.00 from the Wellesley College Center for Research on Women, Wellesley MA 02181
The working paper contains a longer list of privileges. This excerpted essay is reprinted from the Winter 1990 issue of Independent
School.
White Privilege: Unpacking the Invisible Knapsack
Peggy McIntosh
"I was taught to see racism only in individual acts of meanness, not in invisible systems conferring
dominance on my group"
Through work to bring materials from women's studies into the rest of the curriculum, I have often
noticed men's unwillingness to grant that they are overprivileged, even though they may grant that
women are disadvantaged. They may say they will work to women's statues, in the society, the
university, or the curriculum, but they can't or won't support the idea of lessening men's. Denials that
amount to taboos surround the subject of advantages that men gain from women's disadvantages. These
denials protect male privilege from being fully acknowledged, lessened, or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized that, since hierarchies in
our society are interlocking, there are most likely a phenomenon, I realized that, since hierarchies in our
society are interlocking, there was most likely a phenomenon of while privilege that was similarly
denied and protected. As a white person, I realized I had been taught about racism as something that puts
others at a disadvantage, but had been taught not to see one of its corollary aspects, white privilege,
which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught not to recognize
male privilege. So I have begun in an untutored way to ask what it is like to have white privilege. I have
come to see white privilege as an invisible package of unearned assets that I can count on cashing in
each day, but about which I was "meant" to remain oblivious. White privilege is like an invisible
weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes, tools , and blank
checks.
Describing white privilege makes one newly accountable. As we in women's studies work to reveal male
privilege and ask men to give up some of their power, so one who writes about having white privilege
must ask, "having described it, what will I do to lessen or end it?"
After I realized the extent to which men work from a base of unacknowledged privilege, I understood
that much of their oppressiveness was unconscious. Then I remembered the frequent charges from
women of color that white women whom they encounter are oppressive. I began to understand why we
are just seen as oppr ...
Chapter 12 Coping and Support in Late Adulthood I. Coping.docxbartholomeocoombs
Chapter 12 Coping and Support in Late Adulthood
I. Coping Strategies and Aging
A. Non-developmental Models of Coping
1. Late adulthood presents new challenges as adults enter their elderly years
2. One popular and long-standing way of describing cognitive coping strategies is through the use of coping mechanisms.
3. These mechanisms can range from the
a) More deliberately used and adaptive, such as humor, to
b) The more involuntary, immature, and maladaptive, such as extreme denial of a source of stress (Vaillant, 2000).
4. Another way is to divide strategies by focus- Popular non-developmental models of coping
a) Problem-focused category
(1) Aimed at searching for workable solutions or resolutions to the issues creating the stress.
b) Emotion-focused category
(1) Generally used when the target or source of the stress cannot be changed or eliminated.
B. Developmental Regulation
1. Developmental regulation
a) Highlights differences between primary control, which peaks in middle adulthood, and secondary control, which increases in strength and effectiveness throughout adulthood
b) Offers a strategy for maintaining a sense of personal control over our situation, which is likely to contribute to successful aging
c) PRIMARY CONTROL generally involves outward or external actions,
d) SECONDARY CONTROL involves deliberately adjusting our internal sense of self, identity, and motivation to cope with external changes (Heckhausen, 1997).
C. Socioemotional Selectivity Theory
1. Most people maintain the size of their social support network until very late in life.
2. The socioemotional selectivity theory (SST) encourages older adults to cope by regulating their emotional responses, primarily by limiting their social interactions to those that are positive and supportive.
D. Selection, Optimization, and Compensation
1. The Selection, Optimization, and Compensation SOC model encourages older adults to
a) Survey their resources and select reasonable goals and priorities
b) Optimize their resources with a focus on achieving those goals
c) Use their resources to compensate for losses.
2. While considered a meta-theory and applied to many areas of life, the SOC model is well suited as a coping strategy for older adults who are adjusting to limited resources and abilities.
II. Coping by Accepting Social Support
A. Social Relationships and Support
1. A helpful way to cope with the challenges of aging is to turn to trustworthy family members, friends, and neighbors.
2. Social networks generally get smaller with age, but they will increase as an older adult experiences more disability and when a crisis oc.
White Privilege Unpacking the Invisible Backpack by Pegg.docxharold7fisher61282
White Privilege: Unpacking the Invisible Backpack
by Peggy McIntosh
Through the work to bring materials from Women’s Studies into the rest of the
curriculum, I have often noticed men’s unwillingness to grant that they are over-
privileged, even though they may grant that women are disadvantaged. They may say
they will work to improve women’s status, in the society, the university, or the
curriculum, but they can’t or won’t support the idea of lessening men’s. Denials which
amount to taboos sur round the subject of advantages which men gain from women’s
disadvantages. These denials protect male privilege from being fully acknowledged,
lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized
that since hierarchies in our society are interlocking, there was most likely a
phenomenon of white privilege which was similarly denied and protected. As a white
person, I realized I had been taught about racism as something which puts others at a
disadvantage, but had been taught not to see one of its corollary aspects, white
privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is
like to have white privilege. I have come to se white privilege as an invisible package of
unearned assets which I can count on cashing in each day, but about which I was
‘meant’ to remain oblivious. White privilege is like an invisible weightless backpack of
special provisions, maps, passports, codebooks, visas, clothes, tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s
Studies work to reveal male privilege and ask men to give up some of their power, so
one who writes about having white privilege must ask, “Having described it, what will I
do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered
the frequent charges from women of color that white women whom they encounter are
oppressive. I began to understand why we are justly seen as oppressive, even when
we don’t see ourselves that way. I began to count the ways in which I enjoy unearned
skin privilege and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an
unfairly advantaged person, or as a participant in a damaged culture. I was taught to
see myself as an individual whose moral state depended on her individual moral will.
My schooling followed the pattern my colleague Elizabeth Minnich has pointed out:
whites are taught to think of their lives as a morally neutral, normative, and average,
also ideal, so that when we work to benefit others, this is seen as work whic.
White Privilege Unpacking the Invisible Backpack by Pegg.docxphilipnelson29183
White Privilege: Unpacking the Invisible Backpack
by Peggy McIntosh
Through the work to bring materials from Women’s Studies into the rest of the
curriculum, I have often noticed men’s unwillingness to grant that they are over-
privileged, even though they may grant that women are disadvantaged. They may say
they will work to improve women’s status, in the society, the university, or the
curriculum, but they can’t or won’t support the idea of lessening men’s. Denials which
amount to taboos sur round the subject of advantages which men gain from women’s
disadvantages. These denials protect male privilege from being fully acknowledged,
lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized
that since hierarchies in our society are interlocking, there was most likely a
phenomenon of white privilege which was similarly denied and protected. As a white
person, I realized I had been taught about racism as something which puts others at a
disadvantage, but had been taught not to see one of its corollary aspects, white
privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is
like to have white privilege. I have come to se white privilege as an invisible package of
unearned assets which I can count on cashing in each day, but about which I was
‘meant’ to remain oblivious. White privilege is like an invisible weightless backpack of
special provisions, maps, passports, codebooks, visas, clothes, tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s
Studies work to reveal male privilege and ask men to give up some of their power, so
one who writes about having white privilege must ask, “Having described it, what will I
do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered
the frequent charges from women of color that white women whom they encounter are
oppressive. I began to understand why we are justly seen as oppressive, even when
we don’t see ourselves that way. I began to count the ways in which I enjoy unearned
skin privilege and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an
unfairly advantaged person, or as a participant in a damaged culture. I was taught to
see myself as an individual whose moral state depended on her individual moral will.
My schooling followed the pattern my colleague Elizabeth Minnich has pointed out:
whites are taught to think of their lives as a morally neutral, normative, and average,
also ideal, so that when we work to benefit others, this is seen as work whic.
White Privilege Unpacking the Invisible Backpack by Pegg.docxalanfhall8953
White Privilege: Unpacking the Invisible Backpack
by Peggy McIntosh
Through the work to bring materials from Women’s Studies into the rest of the
curriculum, I have often noticed men’s unwillingness to grant that they are over-
privileged, even though they may grant that women are disadvantaged. They may say
they will work to improve women’s status, in the society, the university, or the
curriculum, but they can’t or won’t support the idea of lessening men’s. Denials which
amount to taboos sur round the subject of advantages which men gain from women’s
disadvantages. These denials protect male privilege from being fully acknowledged,
lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized
that since hierarchies in our society are interlocking, there was most likely a
phenomenon of white privilege which was similarly denied and protected. As a white
person, I realized I had been taught about racism as something which puts others at a
disadvantage, but had been taught not to see one of its corollary aspects, white
privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is
like to have white privilege. I have come to se white privilege as an invisible package of
unearned assets which I can count on cashing in each day, but about which I was
‘meant’ to remain oblivious. White privilege is like an invisible weightless backpack of
special provisions, maps, passports, codebooks, visas, clothes, tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s
Studies work to reveal male privilege and ask men to give up some of their power, so
one who writes about having white privilege must ask, “Having described it, what will I
do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered
the frequent charges from women of color that white women whom they encounter are
oppressive. I began to understand why we are justly seen as oppressive, even when
we don’t see ourselves that way. I began to count the ways in which I enjoy unearned
skin privilege and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an
unfairly advantaged person, or as a participant in a damaged culture. I was taught to
see myself as an individual whose moral state depended on her individual moral will.
My schooling followed the pattern my colleague Elizabeth Minnich has pointed out:
whites are taught to think of their lives as a morally neutral, normative, and average,
also ideal, so that when we work to benefit others, this is seen as work whic.
White Privilege Unpacking the Invisible Backpack by Pegg.docxhelzerpatrina
White Privilege: Unpacking the Invisible Backpack
by Peggy McIntosh
Through the work to bring materials from Women’s Studies into the rest of the
curriculum, I have often noticed men’s unwillingness to grant that they are over-
privileged, even though they may grant that women are disadvantaged. They may say
they will work to improve women’s status, in the society, the university, or the
curriculum, but they can’t or won’t support the idea of lessening men’s. Denials which
amount to taboos sur round the subject of advantages which men gain from women’s
disadvantages. These denials protect male privilege from being fully acknowledged,
lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized
that since hierarchies in our society are interlocking, there was most likely a
phenomenon of white privilege which was similarly denied and protected. As a white
person, I realized I had been taught about racism as something which puts others at a
disadvantage, but had been taught not to see one of its corollary aspects, white
privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is
like to have white privilege. I have come to se white privilege as an invisible package of
unearned assets which I can count on cashing in each day, but about which I was
‘meant’ to remain oblivious. White privilege is like an invisible weightless backpack of
special provisions, maps, passports, codebooks, visas, clothes, tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s
Studies work to reveal male privilege and ask men to give up some of their power, so
one who writes about having white privilege must ask, “Having described it, what will I
do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered
the frequent charges from women of color that white women whom they encounter are
oppressive. I began to understand why we are justly seen as oppressive, even when
we don’t see ourselves that way. I began to count the ways in which I enjoy unearned
skin privilege and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an
unfairly advantaged person, or as a participant in a damaged culture. I was taught to
see myself as an individual whose moral state depended on her individual moral will.
My schooling followed the pattern my colleague Elizabeth Minnich has pointed out:
whites are taught to think of their lives as a morally neutral, normative, and average,
also ideal, so that when we work to benefit others, this is seen as work whic ...
WHITE PRIVILEGE AND MALE PRIVILEGE A Personal Account of Comi.docxhelzerpatrina
WHITE PRIVILEGE AND MALE PRIVILEGE: A Personal Account of Coming to See
Correspondences Through Work in Women's Studies (1988)
By Peggy McIntosh
Through work to bring materials and perspectives from Women's Studies into the rest of
the curriculum, I have often noticed men's unwillingness to grant that they are over
privileged in the curriculum, even though they may grant that women are
disadvantaged. Denials that amount to taboos surround the subject of advantages that
men gain from women's disadvantages. These denials protect male privilege from being
fully recognized, acknowledged, lessened, or ended.
Thinking through unacknowledged male privilege as a phenomenon with a life of
its own, I realized that since hierarchies in our society are interlocking, there was most
likely a phenomenon of white privilege that was similarly denied and protected, but alive
and real in its effects. As a white person, I realized I had been taught about racism as
something that puts others at a disadvantage, but had been taught not to see one of its
corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are
taught not to recognize male privilege. So I have begun in an untutored way to ask what
it is like to have white privilege. This paper is a partial record of my personal
observations and not a scholarly analysis. It is based on my daily experiences within my
particular circumstances.
I have come to see white privilege as an invisible package of unearned assets
that I can count on cashing in each day, but about which I was "meant" to remain
oblivious. White privilege is like an invisible weightless knapsack of special provisions,
assurances, tools, maps, guides, codebooks, passports, visas, clothes, compass,
emergency gear, and blank checks.
Since I have had trouble facing white privilege, and describing its results in my
life, I saw parallels here with men's reluctance to acknowledge male privilege. Only
rarely will a man go beyond acknowledging that women are disadvantaged to
acknowledging that men have unearned advantage, or that unearned privilege has not
been good for men's development as human beings, or for society's development, or
that privilege systems might ever be challenged and changed.
I will review here several types or layers of denial that I see at work protecting,
and preventing awareness about, entrenched male privilege. Then I will draw parallels,
from my own experience, with the denials that veil the facts of white privilege. Finally, I
will list forty-six ordinary and daily ways in which I experience having white privilege, by
contrast with my African American colleagues in the same building. This list is not
intended to be generalizable. Others can make their own lists from within their own life
circumstances.
Writing this paper has been difficult, despite warm receptions for the t ...
1. Briefly discuss either prejudice or racism and give an example fr.pdfeyebolloptics
1. Briefly discuss either prejudice or racism and give an example from your own experience
(something you have seen or something you experienced directly).
This is a psychology question but, since there is no psychology section to post on anymore I need
someone to answer this question!
Answer must be lengthy and not plagiarized! Answer must include an example from your own
experience. Thanks! Don\'t copy and paste an answer from somewhere.
Solution
I would like to discuss prejudice
Prejudice is an idea or opinion that is not based on logic or fact or actual experience. Prejudice
generally has a negative connotation, particularly when it is hatred, dislike or intolerance towards
other people. People often think prejudice is only related to racial prejudice often found between
those with light skin and those with dark skin. However, prejudice runs much deeper than a
person’s color. Prejudice is found between gender, religion, cultural and geographical
background, and race. People have discriminated against others based upon these attributes from
the beginning of time. Prejudice has become a complex problem in our society today and much
of our world’s history is based upon such hatred. In the 1600’s, white men used Africans as
slaves and treated them as if they were not human. “Colored” people were not even allowed to
use the same drinking fountains as white people until the mid-1900’s. Until the early years of
twentieth century women were not allowed to vote. The holocaust happened partially because of
a prejudice towards jews. Even today, Women are not allowed to drive in Saudi Arabia and they
are required to walk behind the man who is with them. Prejudice is seen and felt workplaces, in
societies and more or less all countries of the world. Private clubs are often exclusive. For
example, some don’t allow members who are Black or Jewish.Some people will not buy a
Japanese car because of the bombing of Pearl Harbor. After 9/11, anyone who looked Middle
Eastern was looked at suspiciously and was often the victim of prejudice. Some corporations hire
women but do not promote any of them to supervisory positions.
Our society is riddled with such hatred based upon peoples’ beliefs and origins and it seems
millions are fighting each other for no relevant reason at all.
I would like to share my own personal experience at my previous organization. I was
academicallythe best student chosen from the campus to join that organization. I excelled in
every single thing I took up. My reporting manager was very happy with my performance, even
then the higher management would not give me any challenging work. I was assumed to leave
early from work only because I was a woman. My male collegues at the same level were not
only promoted but also given a 30% hike over their previous salary, while i was only offered a
20% hike. There were a lot of stereotypes that existed there.Time and again I was judged for my
appearance and my dressing sense. All of this not only .
Assignment 3Assignment 3 Financial Analysis Graphs Excel TemplateMonth 1 BudgetMonth 2 BudgetMonth 3 BudgetFinancial Goal Savings ProgressDollarsPercentDollarsPercentDollarsPercentSavingsOverall SavingsAmount Remaining to SaveIncome-Income$ - 0-Income$ - 0-Month 1 0ExpendituresExpendituresExpendituresMonth 20HousingHousingHousingMonth 30FoodFoodFoodTransportationTransportationTransportationEducationEducationEducationUtilitiesUtilitiesUtilitiesTaxesTaxesTaxesHealth CareHealth Care$ 400Health CareFamily CareFamily CareFamily CareMiscellaneousMiscellaneousMiscellaneous$ 100SavingsSavingsSavings Total Total TotalAssignment 3 Excel Instructions:
In this assignment, you will make three monthly budgets. Your income increases each month using embedded formulas, as shown in the tables above. Additionally, in Months 2 and 3, some cells have been filled in with a formula to represent an unexpected expense in that expenditure category for the month. You will need to reallocate your budget around these expenses.
1. Fill in the Month 1 Budget based on your annual budget from Assignment 2. Remember that Assignment 2 was looking at your annual budget. So, to get the number for your monthly budget, you will need to divide by 12.
2. Notice that your income for Month 2 and Month 3 have been auto-calculated. Use these income numbers to plan your budgets in these months. Also, as noted in the instructions, notice that your “Health Care” costs for Month 2 and your “Miscellaneous” costs for Month 3 have auto-calculated. Do not change these numbers. You will need to plan around them.
3. For Month 2 and Month 3, fill in the cells for each category for how you are choosing to allocate your income in each of those months.
4. Use formulas to calculate the sum for your total in the “Dollars” columns, and fill in the “Percent” columns for each monthly budget.
5. Now produce a graphic for each of these three budgets to show the spending allocation. You could use a pie chart, bar chart, or other graphic from Excel. You will end up with three graphics, one for each month. Each graphic should show how you have allocated your income among the various categories.
6. Complete the Financial Goal Savings Progress table by entering in the “Savings” amount from each of your three monthly budgets. Use a formula to calculate how much you have left to save using the dollar amount of your chosen savings goal from Assignment 2.
7. Create a graphic that shows your progress toward your savings goal based on the information you input into the Financial Goal Savings Progress table. Select the type of graphic that you think would best illustrate your progress.
8. Put the graphics in the space below on this spreadsheet.
Place graphics here
Peggy McIntosh is associate director of the Wellesley Collage Center for Research on Women. This essay is excerpted from Working
Paper 189. "White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences thro.
Assignment 3Assignment 3 Financial Analysis Graphs Excel TemplateMonth 1 BudgetMonth 2 BudgetMonth 3 BudgetFinancial Goal Savings ProgressDollarsPercentDollarsPercentDollarsPercentSavingsOverall SavingsAmount Remaining to SaveIncome-Income$ - 0-Income$ - 0-Month 1 0ExpendituresExpendituresExpendituresMonth 20HousingHousingHousingMonth 30FoodFoodFoodTransportationTransportationTransportationEducationEducationEducationUtilitiesUtilitiesUtilitiesTaxesTaxesTaxesHealth CareHealth Care$ 400Health CareFamily CareFamily CareFamily CareMiscellaneousMiscellaneousMiscellaneous$ 100SavingsSavingsSavings Total Total TotalAssignment 3 Excel Instructions:
In this assignment, you will make three monthly budgets. Your income increases each month using embedded formulas, as shown in the tables above. Additionally, in Months 2 and 3, some cells have been filled in with a formula to represent an unexpected expense in that expenditure category for the month. You will need to reallocate your budget around these expenses.
1. Fill in the Month 1 Budget based on your annual budget from Assignment 2. Remember that Assignment 2 was looking at your annual budget. So, to get the number for your monthly budget, you will need to divide by 12.
2. Notice that your income for Month 2 and Month 3 have been auto-calculated. Use these income numbers to plan your budgets in these months. Also, as noted in the instructions, notice that your “Health Care” costs for Month 2 and your “Miscellaneous” costs for Month 3 have auto-calculated. Do not change these numbers. You will need to plan around them.
3. For Month 2 and Month 3, fill in the cells for each category for how you are choosing to allocate your income in each of those months.
4. Use formulas to calculate the sum for your total in the “Dollars” columns, and fill in the “Percent” columns for each monthly budget.
5. Now produce a graphic for each of these three budgets to show the spending allocation. You could use a pie chart, bar chart, or other graphic from Excel. You will end up with three graphics, one for each month. Each graphic should show how you have allocated your income among the various categories.
6. Complete the Financial Goal Savings Progress table by entering in the “Savings” amount from each of your three monthly budgets. Use a formula to calculate how much you have left to save using the dollar amount of your chosen savings goal from Assignment 2.
7. Create a graphic that shows your progress toward your savings goal based on the information you input into the Financial Goal Savings Progress table. Select the type of graphic that you think would best illustrate your progress.
8. Put the graphics in the space below on this spreadsheet.
Place graphics here
Peggy McIntosh is associate director of the Wellesley Collage Center for Research on Women. This essay is excerpted from Working
Paper 189. "White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences thro.
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
The Beads of Privilege activity Materials needed • Str.docxrandymartin91030
The Beads of Privilege activity
Materials needed:
• String or bands to make bracelets
• As many different colored beads as each identity so in my adaption eight different
colored beads. For the number of beads factor in that for every person you expect to
come they could get up to eight beads in every category (though it is highly unlikely)
• Facilitation guide
• Tape (to hang up questions
• Dishes for people to put their beads in while they walk around
• Dishes to hold the beads.
Description: For this activity students will be making a bracelet to represent the different
identities that they have privilege in. To begin the beads are all sorted into different dishes and
placed around the room where they are matched to a question sheet. So for example the blue
beads would symbolize religious privilege and students would take a bead for ever religious
statement that they felt they had experienced privilege. This activity should remain silent while
the participants are walking around gathering beads. They should then make their bracelets or
keychains and follow-up questions could be asked after to close out the activity.
Moderations: Keep in mind that these questions (both the privilege statements and the facilitation
questions) could change depending on different groups or different facilitation styles. Also note
that physical and mental ability can be separated into two different categories.
Risk level: moderate to high
Processing Questions:
1. Initial feelings and thoughts about this activity?
2. Were there any questions that you didn’t understand or that came as a surprise to you?
3. What are some of the identities that you think about the most? The least?
4. How often do you think about your privilege? Is it hard to be able to physically see it?
5. Any identities that you saw missing?
6. Closing thoughts?
Christian Privilege
1. My place of work or school is closed on your major
religious holidays.
2. I can talk openly about my religious practices without
concern for how it will be received by others.
3. When swearing an oath, I am probably making this oath
by placing my hand on the scripture of my religion.
4. I probably do not need to learn the religious or spiritual
customs of others, and I am likely not penalized for not
knowing them.
5. I can travel without others assuming that I put them at
risk because of my religion; nor will my religion put me
at risk from others when I travel.
6. My citizenship and immigration status will likely not be
questioned, and my background will likely not be
investigated, because of my religion.
7. I can openly display religious symbols on your body
(dress, accessories) without people staring or asking
questions
8. I can easily find a place of worship in my town that
subscribes to my belief.
Gender Privilege
1. I do not worry about walking alone at night
2. If I choose not to have children, my gender will not .
Essay about The Education System
My Personal Identity Essay
Expository
HIV and AIDS Essay
Essay on Writing Experience
Cookies Essay
Personal Hygiene Essay
Essay about The Education System
My Personal Identity Essay
Expository
HIV and AIDS Essay
Essay on Writing Experience
Cookies Essay
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briefly summarize how the Electoral College works. Explain some of t.docxjackiewalcutt
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Your judgment about the relevance of the Electoral College's underlying rationale to contemporary America.
Your judgment about its impact on presidential leadership capacity.
.
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Briefly summarize and analyze two primary sources, identifying their intended audience, purpose, context in which they were produced (what was happening at the time), and their overall historical significance (why it is important). Once you have analyzed the documents, discuss how they relate to each other. For example, do they reveal different perspectives or change over time?
The purpose of this is to go deep into a piece of material and engage with the historians’ craft of how to interpret pieces of the past. This is not a right/wrong type of paper. This is your interpretation based on what you know. The paper needs to have a strong thesis statement supported by quotes from the primary source with a conclusion that sums it up.
The paper should be 2 – 3 pages
PRIMARY SOURCES:
Hunter-Gatherer and Agricultural Societies
Hunting and Warfare - Cave Paintings
Çatal Hüyük City Plan
Code of Hammurabi
Greece
Herodotus: On the Kings of Sparta
Accounts of the Hellenic Games
Plato: The Republic
Rome
The Roman Way of Declaring War
The 12 Tables
Strabo: The Grandeur of Rome
Late Antiquity and the Emergence of Islam
Sidonius Apollinaris: A Civilized Barbarian and Barbarian Roman
The Prophet Muhammad's Last Sermon
The Qu'ran 1, 47
Feudalism
Pope Gregory the Great: Succession to Tenant Holdings on Church Land
Æthelwulf, King of Wessex: Grant of a Tenth of Public Land
Canute the Great: The Granting of Fiefs
The Crusades
Gregory VII: Call for a Crusade [First Crusade]
Eugene III: Summons for a Crusade [Second Crusade]
The Decline of Christian Power in the Holy Land
Richard the Lion-Hearted Conquers Cypress
The Middle Ages
Gregory of Tours: The Harsh Treatment of Serfs and Slaves
Geoffrey Chaucer, The Canterbury Tales: The Prologue to the Wife of Bath's Tale
The Renaissance and Discovery
Niccolo Machiavelli: The Prince [excerpts]
The Book of the Courtier [Excerpt]
The Life of Leonardo da Vinci
Christopher Columbus: Extracts from Journal
Sir Francis Drake's Famous Voyage Around the World
.
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Briefly respond to the following questions. Use facts and examples to support your answers. Use APA style for any references.
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Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Levack, B., Muir, E., & Veldman, M., (2011).
The West: Vol. 2. Encounters & transformations: Since 1550
(3
rd
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No Wiki, Dictionary.com or Plagiarism
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Kroenke, D. (2013). The Importance of MIS.
Using MIS
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Solution
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Explain at least two causes of the problem.
Explain at least two effects of the problem.
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Briefly explain the mission of the OSH Act. What is the rationale behind the Act?
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Briefly discuss the various organizational approaches to managing ethics within an IS?
Your response should be at least 200 words in length. You are required to use at least your textbook as source material for your response. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Kroenke, D. (2013
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(pp. 394-395, 426-427). Upper Saddle River: Pearson Learning
Solution
s.
No Wiki, Dictionary.com or Plagiarism
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Briefly explain the identified security issues during Risk Assessmen.docxjackiewalcutt
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Executive summary on Risk treatment and Risk control.
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Provide a risk monitoring and risk reviewing plan under risk control
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Levack, B. P., Muir, E., & Veldman, M. (2011). 18.
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No Wiki, Dictionary.com or Plagiarism
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*This question is a minimum of 200 words and at least one cited source. It is due by Midnight December the 28th.*
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Describe utilities that are on your Windows OS under System Information, Task Manager, and Resource Monitor.
Provide a screenshot of the Performance and Overview tabs of your computer.
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Briefly describe how to deploy a Continuous Improvement effort.W.docxjackiewalcutt
Briefly describe how to deploy a Continuous Improvement effort.
What Continuous Improvement Is (and How to Use It)
Ben Mulholland
April 6, 2018
Business Processes, Processes, Productivity
No process is perfect; there’s always room to improve. Unfortunately, many teams have no way to identify, test, and deploy the changes they make, meaning each tweak is a roll of the dice.
The savings can be massive, but you need a continuous improvement program to make sure that the changes you make won’t make your operations a whole lot harder.
“1 in 10 improvements save money… [each saving, on average,] $31,043 in its first year of implementation.
1 in 4 improvements save time… [each saving, on average,] 270 hours in its first year of implementation.” – KaiNexus, The ROI of Continuous Improvement
Most successful changes will also make your employee’s jobs easier (or more pleasant) to perform. You’ll be saving time and money, but you’ll also be getting far better value out of your current efforts and operations.
However, I’m getting ahead of myself. Let’s start from the top.What is continuous improvement?
Ever corrected a spelling mistake in your processes or manuals? How about adding a new step to qualify a task that wasn’t recorded before? What about updating your method to take advantage of better tools or software?
All of these and more are examples of continuous improvement.
Continuous improvement is a method to make sure that your processes, methods, and practices are as efficient, accurate, and effective as possible. This is done (surprise, surprise) by periodically examining and improving your processes to smash bottlenecks, use the best software, and take advantage of the most efficient methods.
If you’ve ever heard of lean, kaizen, Six Sigma, or DMAIC then this will sound familiar, as continuous improvement is based on similar principles and forms a key part of both of those practices. This is because the primary objective of any changes is to reduce waste and streamline your work.
While there are many different methods for achieving continuous improvement (such as process innovation and the Deming cycle), all can be classified into one of two groups; incremental or breakthrough improvements.
Incremental vs breakthrough improvements
Continuous improvement is largely practiced using two disciplines; incremental and breakthrough improvements. These can be used interchangeably, but the best way to deploy a thorough continuous improvement program is to combine the two. By doing this you can quickly deal with smaller issues while giving larger items the care and attention they deserve.Incremental continuous improvement
Incremental continuous improvement is all about making small tweaks to a process, method, or practice to improve it as problems are found. This usually costs less and can be done much faster than using the breakthrough method, but there are a few risks and downsides to doing so.
Imagine that you’re working through a regular document.
briefly define democracy and evaluate in detail THREE of.docxjackiewalcutt
briefly define
democracy
and evaluate in detail
THREE
of the items from the list below that you feel has the greatest impact on advancing democracy in the United States. (Provide examples to support your answer)
¨ Bill of Rights
¨ 1st Amendment rights
¨ Civil War Amendments
¨ Gender Equality
¨ Right of Privacy
¨ Three branches of government
¨ Civil rights cases
¨ Civil liberties cases
¨ Political parties
¨ 14th Amendment due process protections
¨ Interest groups
From the list above, select
ONE
item that you feel has hindered the advancement of democracy? Provide examples to support your response. In your conclusion, considering your answer to the first question, explain your role in ensuring an effective democracy? Elaborate your response by describing three things you plan to do to ensure democracy.
.
Briefly define, listcontrast, identify the significance of, or .docxjackiewalcutt
Briefly define, list/contrast, identify the significance of, or describe the following items.
Use two (2) different sources to answer the following business terms.
Use your
BUSN 11
textbook
and one other
Internet source
as needed.
Form Attached
.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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1. I can if I wish arrange to be in the company of people of .docx
1. 1. I can if I wish arrange to be in the company of people of
my race most of the time.
2. I can avoid spending time with people whom I was
trained to mistrust and who have learned to mistrust my
kind or me.
3. If I should need to move, I can be pretty sure of renting
or purchasing housing in an area which I can afford and in
which I would want to live.
4. I can be pretty sure that my neighbors in such a
location will be neutral or pleasant to me.
5. I can go shopping alone most of the time, pretty well
assured that I will not be followed or harassed.
6. I can turn on the television or open to the front page of
the paper and see people of my race widely represented.
7. When I am told about our national heritage or about
“civilization,” I am shown that people of my color made it
what it is.
8. I can be sure that my children will be given curricular
materials that testify to the existence of their race.
9. If I want to, I can be pretty sure of fi nding a publisher
for this piece on white privilege.
10. I can be pretty sure of having my voice heard in a
group in which I am the only member of my race.
2. 11. I can be casual about whether or not to listen to
another person’s voice in a group in which s/he is the only
member of his/her race.
12. I can go into a music shop and count on fi nding the
music of my race represented, into a supermarket and fi nd
the staple foods which fi t with my cultural traditions, into a
hairdresser’s shop and fi nd someone who can cut my hair.
13. Whether I use checks, credit cards or cash, I can
count on my skin color not to work against the appearance
of fi nancial reliability.
14. I can arrange to protect my children most of the time
from people who might not like them.
15. I do not have to educate my children to be aware of
systemic racism for their own daily physical protection.
16. I can be pretty sure that my children’s teachers
and employers will tolerate them if they fi t school and
workplace norms; my chief worries about them do not
concern others’ attitudes toward their race.
17. I can talk with my mouth full and not have people put
this down to my color.
18. I can swear, or dress in second hand clothes, or not
answer letters, without having people attribute these
choices to the bad morals, the poverty or the illiteracy of
my race.
19. I can speak in public to a powerful male group without
putting my race on trial.
3. 20. I can do well in a challenging situation without being
called a credit to my race.
21. I am never asked to speak for all the people of my
racial group.
White Privilege: Unpacking the Invisible Knapsack
by Peggy McIntosh
“I was taught to see racism only in individual acts of meanness,
not in invisible systems conferring dominance on my group”
DAILY EFFECTS OF WHITE PRIVILEGE
I decided to try to work on myself at least by identifying some
of the daily effects of white privilege in my life. I have
chosen those conditions that I think in my case attach somewhat
more to skin-color privilege than to class, religion, ethnic
status, or geographic location, though of course all these other
factors are intricately intertwined. As far as I can tell, my
African American coworkers, friends, and acquaintances with
whom I come into daily or frequent contact in this particular
time, place and time of work cannot count on most of these
conditions.
Peggy McIntosh is associate director of the Wellesley Collage
Center for Research on Women. This essay is excerpted from
Working Paper
189. “White Privilege and Male Privilege: A Personal Account
of Coming To See Correspondences through Work in Women’s
Studies”
(1988), by Peggy McIntosh; available for $4.00 from the
Wellesley College Center for Research on Women, Wellesley
MA 02181. The
working paper contains a longer list of privileges. This
excerpted essay is reprinted from the Winter 1990 issue of
Independent School.
4. 22. I can remain oblivious of the language and customs
of persons of color who constitute the world’s majority
without feeling in my culture any penalty for such oblivion.
23. I can criticize our government and talk about how
much I fear its policies and behavior without being seen as
a cultural outsider.
24. I can be pretty sure that if I ask to talk to the “person
in charge”, I will be facing a person of my race.
25. If a traffi c cop pulls me over or if the IRS audits my tax
return, I can be sure I haven’t been singled out because of
my race.
26. I can easily buy posters, post-cards, picture books,
greeting cards, dolls, toys and children’s magazines
featuring people of my race.
27. I can go home from most meetings of organizations I
belong to feeling somewhat tied in, rather than isolated,
out-of-place, outnumbered, unheard, held at a distance or
feared.
28. I can be pretty sure that an argument with a colleague
of another race is more likely to jeopardize her/his chances
for advancement than to jeopardize mine.
29. I can be pretty sure that if I argue for the promotion
of a person of another race, or a program centering on
race, this is not likely to cost me heavily within my present
setting, even if my colleagues disagree with me.
5. 30. If I declare there is a racial issue at hand, or there
isn’t a racial issue at hand, my race will lend me more
credibility for either position than a person of color will
have.
31. I can choose to ignore developments in minority
writing and minority activist programs, or disparage them,
or learn from them, but in any case, I can fi nd ways to be
more or less protected from negative consequences of any
of these choices.
32. My culture gives me little fear about ignoring the
perspectives and powers of people of other races.
33. I am not made acutely aware that my shape, bearing
or body odor will be taken as a refl ection on my race.
34. I can worry about racism without being seen as self-
interested or self-seeking.
35. I can take a job with an affi rmative action employer
without having my co-workers on the job suspect that I got
it because of my race.
36. If my day, week or year is going badly, I need not ask
of each negative episode or situation whether it had racial
overtones.
37. I can be pretty sure of fi nding people who would be
willing to talk with me and advise me about my next steps,
professionally.
38. I can think over many options, social, political,
imaginative or professional, without asking whether a
person of my race would be accepted or allowed to do
what I want to do.
6. 39. I can be late to a meeting without having the lateness
refl ect on my race.
40. I can choose public accommodation without fearing
that people of my race cannot get in or will be mistreated
in the places I have chosen.
41. I can be sure that if I need legal or medical help, my
race will not work against me.
42. I can arrange my activities so that I will never have to
experience feelings of rejection owing to my race.
43. If I have low credibility as a leader I can be sure that
my race is not the problem.
44. I can easily fi nd academic courses and institutions
which give attention only to people of my race.
45. I can expect fi gurative language and imagery in all of
the arts to testify to experiences of my race.
46. I can chose blemish cover or bandages in “fl esh” color
and have them more or less match my skin.
47. I can travel alone or with my spouse without expecting
embarrassment or hostility in those who deal with us.
48. I have no diffi culty fi nding neighborhoods where
people approve of our household.
49. My children are given texts and classes which
implicitly support our kind of family unit and do not turn
them against my choice of domestic partnership.
7. 50. I will feel welcomed and “normal” in the usual walks
of public life, institutional and social.
Peggy McIntosh is associate director of the Wellesley Collage
Center for Research on Women. This essay is excerpted from
Working Paper
189. “White Privilege and Male Privilege: A Personal Account
of Coming To See Correspondences through Work in Women’s
Studies”
(1988), by Peggy McIntosh; available for $4.00 from the
Wellesley College Center for Research on Women, Wellesley
MA 02181. The
working paper contains a longer list of privileges. This
excerpted essay is reprinted from the Winter 1990 issue of
Independent School.
Research Database Assignment Guidelines and Grading Rubric
Purpose
You are to locate and document research databases that relate to
a significant clinical nursing issue of your choice. The research
databases may be labeled as such, or may be collections of
research studies, reports, articles and/or findings that are not
specifically called databases. Please note: Individual journals
and journal articles do not meet the criteria for a research
database, and therefore, do not qualify for this assignment.
Course Outcomes
This assignment enables the student to meet the following
course outcome:
CO 1: Examine the sources of evidence that contribute to
professional nursing practice. (PO #7)
Requirements
• Choose a topic of interest to you that is a significant
clinical nursing issue.
• Download the Research_Database_Form from Doc
Sharing and type information about each database directly onto
8. the form. Your paper does NOT need to follow APA formatting;
however, you are expected to use correct grammar, spelling,
syntax, and write in complete sentences.
• Save the file by clicking Save as and adding your last
name, e.g., NR439_Research Database_Smith.docx.
• Watch the video that describes this assignment by
opening this link:
http://www.brainshark.com/devry/vu?pi=zHpzpHehxzHr05z0&i
ntk=45814200
• Describe your topic of interest. This is worth 15
points.
• Locate a total of five research databases or
collections related to your topic. Each research database
description is worth 30 points. You may search for these in
various locations, e.g., the Internet, an intranet at work, print
publications, etc. You may NOT choose the databases that are
already familiar to you – MEDLINE, PUBMED (which also
indexes MEDLINE), GOOGLE SCHOLAR, and CINAHL.
Instead, you are expected to expand your knowledge of
evidence-based sources. Places to help you begin include your
textbook, which lists databases and websites that report
research. The Chamberlain online library
(http://library.chamberlain.edu) gives you access to several
databases and provide tutorials for searching. Government sites
such as those at the National Institutes of Health offer
collections of research on a variety of subjects. The key to
choosing the databases is that each contains research-based
evidence that also pertains to your topic of interest.
• Review each database or collection to gather
information to create a description for the assignment. Each
description must:
• identify the title of the research database;
• describe the location of the research database in a
way that a reader could find it. This could be a URL or an APA
citation;
• name owner or publisher of the source;
9. • describe the research database. This must be in your
own words and not copied and pasted from the original source.
Include the purpose of the database and the subject matter it
covers. This may be four or five sentences; and
• explain how the research found in the database relates
to your topic of interest. This may be an additional paragraph,
perhaps two or three sentences.
• Submit to the Research Database basket in the
Dropbox by 11:59 p.m. MT Sunday at the end of Week 4. Please
post question about this paper in the Q & A Forum.
Example
The following is an example of a description for JBI:
Title of source: Joanna Briggs Institute for Evidence-Based
Nursing and Midwifery
Location of source (URL): www.joannabriggs.edu.au
Owner or publisher: Joanna Briggs Institute for Evidence-Based
Nursing and Midwifery (JBI)
Describe (in your own words) the research database or
collection of research including the purpose and the subject
matter it covers:
The Joanna Briggs Institute is an international not-for-profit
Research and Development Organization that provides
evidence-based resources for healthcare professionals in
nursing, midwifery, medicine, and allied health. Those with
membership are able to obtain evidence-based practice
information from systemic reviews, evaluation reports,
electronic journals, best-practice information, and consumer
healthcare information.
Explain how the source relates to your topic of interest:
JBI is relevant to my topic of interest because it provides
reports, systemic reviews, journal
Articles, and best-practice information on current issues in
healthcare. Hospital
readmissions are a major issue in healthcare. The database had
several resources
addressing the problem of hospital readmissions and
10. identifying strategies for
improvement.
Grading Criteria
Category
Points
%
Description
Topic Description
15 points
9%
Identify a topic of interest that pertains to a significant clinical
nursing issue. Provide a brief description of the topic and why it
was chosen.
Research Database
150 points
(30/database)
86%
(17% each)
Title, location, and owner/ publisher
(15/database)
• Identify, by title, a research database, or collection of
research that is relevant to nursing.
• Describe the location of the research database or
collection of research, i.e., a URL or APA citation.
• Name the owner and/or publisher of the database.
Description, purpose, and relevance to topic
(15/database)
• Describe in your own words the research database or
collection of research. Include the purpose of the database and
the subject matter it covers.
• Explain how the database relates to your topic of
interest.
Writing
11. 10 points
5%
Properly name the file for submission. Include your name on the
form. Write in complete sentences with no grammar, spelling, or
syntax errors.
Total
175 points
100%
Grading Rubric
Assignment Criteria
A
Outstanding or Highest Level of Performance
B
Very Good or High Level of Performance
C
Competent or Satisfactory Level of Performance
F
Poor, Failing, or Unsatisfactory Level of Performance
Total
Topic Description
(15 points)
Identifies a nursing issue. Describes in detail the significance of
the topic and why it is of personal interest.
14–15 points
Identifies a nursing issue. Describes in general why it is
important to nursing or why it is of personal interest.
13 points
Identifies a nursing issue, but makes a weak case for why it is
significant in general and of personal interest in particular.
12 points
Does not identify a nursing issue, e.g., identifies a medical
topic, or fails to describe why the topic was chosen.
0–11 points
/15
12. Research Database Description:
Title, location, and owner/publisher
(15 points for each database)
Selects a research database or collection that has relevance to
nursing. Identifies the title of the database or collection.
Gives the correct location of the database so that the reader can
find it. Names the owner or publisher of the database.
14–15 points
Selects a research database that has relevance to nursing. Gives
the general location but the reader cannot necessarily find it.
Correctly identifies the owner or publisher.
13 points
Selects a source that reports research relevant to nursing, but is
not a research database or collection.
Gives a location that can’t be found, or fails to properly identify
the owner.
12 points
Selects a nursing resource that does not report research, or
selects a research database that is not relevant to nursing, or
fails to identify any source.
011 points
/15
Research Database Description:
Purpose and relevance to topic of interest
(15 points for each database)
Describes in detail the research database or collection.
Includes the purpose of the subject matter of the database.
Explains how the database relates to your personal topic of
interest.
14–15 points
Describes briefly the research database or collection. Includes
the purpose of the database. Explains how it relates to your
topic of interest.
13 points
Identifies the database or collection and its purpose. Explains
how it relates to your topic of interest.
13. 12 points
Gives the name of the database, but fails to describe it. Give no
purpose, or an incorrect purpose. Fails to explain how it relates
to your topic of interest.
0–11 points
/15
Clarity and Writing
(10 points)
Writes with no grammar, spelling, syntax, or other errors.
10 points
Writing contains one to two errors of any type.
9 points
Writing contains three to four errors of any type.
8 points
Writing contains five or more errors.
0–7 points
/10
TOTAL
Research Database Assignment Form
Type your answers to the following questions using complete
sentences and correct grammar, spelling, and syntax. Click Save
as and save the file with your last name and assignment, e.g.,
NR439_Research_Database_Smith.
Name: [replace this text with your name]
Describe briefly your topic of interest/research question (15
possible points):
#1 Database (or collection) (30 possible points):
Title of Database:
Location of Database (URL):
14. Owner or publisher of Database:
Describe (in your own words) the research database or
collection of research including the purpose and the subject
matter it covers:
Explain how the database relates to your topic of
interest/question:
#2 Database (or collection) (30 possible points):
Title of Database:
Location of Database (URL):
Owner or publisher of Database:
Describe (in your own words) the research database or
collection of research including the purpose and the subject
matter it covers:
Explain how the database relates to your topic of
interest/question:
#3 Database (or collection) (30 possible points):
Title of Database:
Location of Database (URL):
Owner or publisher of Database:
Describe (in your own words) the research database or
collection of research including the purpose and the subject
matter it covers:
15. Explain how the database relates to your topic of
interest/question:
#4 Database (or collection) (30 possible points):
Title of Database:
Location of Database (URL):
Owner or publisher of Database:
Describe (in your own words) the research database or
collection of research including the purpose and the subject
matter it covers:
Explain how the database relates to your topic of
interest/question:
#5 Database (or collection) (30 possible points):
Title of Database:
Location of Database (URL):
Owner or publisher of Database:
Describe (in your own words) the research database or
collection of research including the purpose and the subject
matter it covers:
Explain how the database relates to your topic of
interest/question:
16. Unpacking the Invisible Knapsack II
Daily effects of straight and cisgender privilege: This article is
based on Peggy McIntosh’s article on white
privilege. These dynamics are but a few examples of the
privilege which straight people have. Lesbian, gay,
bisexual, transgender, and queer-identified folk have a range of
different experiences, but cannot count on most
of these conditions in their lives.
Sexual Orientation
On a daily basis, as a straight person…
• I can go for months without being called straight.
• I am not asked to think about why I am straight.
• I am never asked to speak for everyone who is heterosexual.
• People don't ask why I made my choice of sexual orientation.
• People don't ask why I made my choice to be public about my
sexual orientation.
• Nobody calls me straight as an insult.
• People do not assume I am experienced in sex (or that I even
have it!) merely because of my sexual
orientation.
• If I pick up a magazine, watch TV, or play music, I can be
certain my sexual orientation will be
represented.
• When I talk about my heterosexuality (such as in a joke or
talking about my relationships), I will not be
accused of pushing my sexual orientation onto others.
• I do not have to fear that if my family or friends find out
about my sexual orientation there will be
economic, emotional, physical or psychological consequences.
17. • I can go home from most meetings, classes, and conversations
without feeling excluded, fearful,
attacked, isolated, outnumbered, unheard, held at a distance,
stereotyped or feared because of my sexual
orientation.
• I can be sure that my classes will require curricular materials
that testify to the existence of people with
my sexual orientation.
• I can easily find a religious community that will not exclude
me for being heterosexual.
• I can count on finding a therapist or doctor willing and able to
talk about my sexuality.
• I am guaranteed to find sex education literature for couples
with my sexual orientation.
• Because of my sexual orientation, I do not need to worry that
people will harass or assault me.
• My masculinity/femininity is not challenged because of my
sexual orientation.
• I am not identified/definted by my sexual orientation.
• If my day, week, or year is going badly, I need not ask of each
negative episode or situation whether it
has sexual orientation overtones.
• I can hold hands or kiss in public with my significant other
and not have people double-take or stare.
• I can choose to not think politically about my sexual
orientation.
• I did not grow up with games that attack my sexual orientation
(IE fag tag or smear the queer).
• People can use terms that describe my sexual orientation and
mean positive things (IE "straight as an
arrow", "standing up straight" or "straightened out") instead of
18. demeaning terms (IE "ewww, that's gay"
or being "queer").
• I can be open about my sexual orientation without worrying
about my job.
Adapted from
http://www.cs.earlham.edu/~hyrax/personal/files/student_res/str
aightprivilege.htm
http://www.cs.earlham.edu/~hyrax/personal/files/student_res/str
aightprivilege.htm�
Gender Identity
On a daily basis, as a cisgendered person…
• Strangers don't assume they can ask me what my genitals look
like and how I have sex.
• My validity as a man/woman/human is not based upon how
much surgery I've had or how well I "pass"
as a non-transperson.
• When initiating sex with someone, I do not have to worry that
they won't be able to deal with my parts
or that having sex with me will cause my partner to question his
or her own sexual orientation.
• I am not excluded from events which are either explicitly or
de facto* men-born-men or women-born-
women only. (*basically anything involving nudity)
• My politics are not questioned based on the choices I make
19. with regard to my body.
• I don't have to hear "so have you had THE surgery?" or "oh,
so you're REALLY a [incorrect sex or
gender]?" each time I come out to someone.
• I am not expected to constantly defend my medical decisions.
• Strangers do not ask me what my "real name" [birth name] is
and then assume that they have a right to
call me by that name.
• People do not disrespect me by using incorrect pronouns even
after they've been corrected.
• I do not have to worry that someone wants to be my friend or
have sex with men order to prove his or
her "hipness" or good politics.
• I do not have to worry about whether I will be able to find a
bathroom to use or whether I will be safe
changing in a locker room.
• When engaging in political action, I do not have to worry
about the *gendered* repercussions of being
arrested. (i.e. what will happen to me if the cops find out that
my genitals do not match my gendered
appearance? Will I end up in a cell with people of my own
gender?)
• I do not have to defend my right to be a part of "Queer" and
gays and lesbians will not try to exclude me
from OUR movement in order to gain political legitimacy for
themselves.
• My experience of gender (or gendered spaces) is not viewed as
"baggage" by others of the gender in
which I live.
20. • I do not have to choose between either invisibility ("passing")
or being consistently "othered" and/or
tokenized based on my gender.
• I am not told that my sexual orientation and gender identity
are mutually exclusive.
• When I go to the gym or a public pool, I can use the showers.
• If I end up in the emergency room, I do not have to worry that
my gender will keep me from receiving
appropriate treatment nor will all of my medical issues be seen
as a product of my gender. ("Your nose
is running and your throat hurts? Must be due to the
hormones!")
• My health insurance provider (or public health system) does
not specifically exclude me from receiving
benefits or treatments available to others because of my gender.
• When I express my internal identities in my daily life, I am
not considered "mentally ill" by the medical
establishment.
• I am not required to undergo extensive psychological
evaluation in order to receive basic medical care.
• The medical establishment does not serve as a "gatekeeper"
which disallows self-determination of what
happens to my body.
• People do not use me as a scapegoat for their own unresolved
gender issues.
Adapted from
http://www.utexas.edu/diversity/ddce/gsc/downloads/resources/
Gender_Privilege.pdf
21. http://www.utexas.edu/diversity/ddce/gsc/downloads/resources/
Gender_Privilege.pdf�
Sniffing your identity markers: Who do you say you are?
As a child of the 70s, I have fond memories of sniffing Mr.
Sketch ink markers. I was five and my
grandparent’s had a 12-color set of Sanford’s scented pens for
us to snort when we visited.
This sounds weird to my 41-year old self, but give a kid a color
stick that smells like fruit candy and what do
you expect? At the time, I was not thinking how this might be
socializing the idea of sniffing pens or how such
an action would get kids expelled from school three decades
later. My thoughts were focused on seeing the
world through purple grape, red cherry, or black licorice filters
as the pens passed under (and I imagine at times
up) my nose.
Sanford’s scents are not unlike our own identity markers, a
concept described by Bessant and Watts in their
book Sociology Australia. I borrow their version of the identity
marker concept in conversations I have with
friends and colleagues about how they are positioning
22. themselves in their online expressions.
Who are you?
I respect artist and writer Edward Gorey’s position that he is
more than the expression of what he does. Yet at some point
most
people use their roles to define their identity in this world.
Like different colors and scents of pens, our identity markers
are different expressions of who we are. These
labels embody characteristics that have meaning to us and the
society in which we exist.
For example, depending on the context of the situation, you may
describe yourself by stating your:
• Religious affiliation or lack thereof (Atheist, Christian,
Buddhist, Mormon)
• Membership to a group or team (sports member or fan)
• Political persuasion (Democrat, Republican, Liberal,
Independent)
• Residence of a region or nationality (American, Brisbanite,
city-dweller)
• Ethnicity (Caucasian, Asian)
23. • Position in a company or industry (CEO, Manager, Brick-
layer, Programmer)
• Personality type (Extrovert, INTJ, Enneagram 7)
• Family relationship status (Husband, Wife, Father, Mother,
Child)
• Gender or sexual persuasion
• Outcome from a historical event or experience (victim,
survivor, addict, professional)
• Relationship to others (leader, follower)
These are really noticeable when introductions are constrained
to short times or word counts. We see this in
networking events when professionals greet each other in a
crowded room, stating markers we feel are most
appropriate to the one we are speaking with.
Another great example is in Twitter descriptions. When given
140 characters to describe yourself, the result is
often cramming as many identity markers as possible in such a
short space. We can see some examples from
what happens to be top of my feed as I write this post:
24. Markers can be messy
Gorey’s sentiment is valid. We do not always feel that other
people’s interpretation of our identity markers do
justice to who we are. This raises a few caveats we need to
consider when putting ourselves or others in a box
made up of the names we use.
Markers are relative
Identity markers are defined in part by the definition given by
the culture and community around us. Using the
pen metaphor, what one person smells as tasty red cherry may
be offensive cough syrup to another.
Markers have history
The definition of an identity marker can change over history as
well as how we view ourselves over time.
Markers can become faded or commonplace while others may
become the flavor of the day.
Markers have value
25. The markers we use can be preceded with value terms, such as a
‘good’ CEO or a ‘bad’ father. Some green
markers will be more vibrant and smell more like ripe apples,
whereas another green might be faded and smell
slightly ‘rotten’.
Markers can have conflict
The value conversation raises issues of potential conflict
between our identity markers, also known as role
conflicts most often highlighted in work-life balance issues. Not
all colors go together and not all fragrances
were meant to be snorted in the same sniff.
Our career-related markers can conflict with our non-work
markers. A marker as a social activist may not align
with that of a business owner. This disconnect is exposed when
we choose to increase the value of one marker
that is in conflict with another.
Choices we make to build up one marker can fade or highlight
other markers. Our lives can be seen as a tapestry
of colors blended together to create the ideal image of how we
wish to be seen by others and ourselves.
Paint your picture
26. The concept of identity markers often comes up when someone
is looking at strengthening their position in the
market or branching out into new directions. I encourage you to
consider three responses to the concept of
identity markers:
1. Know your markers
Be aware of which markers you have in your box and when you
use them. For example, I am on the
board of a not for profit, have strong opinions about certain
social justice issues, have certain
professional roles in commercial organisations, and am a father
and husband. When I have conversations
or communicate through online channels, I am all these things
but I would expect to focus on drawing
with one or two pens .
2. Develop your markers
I work with people to help them develop specific identity
markers. Executives may wish to develop their
social enterprise side while a not-for-profit leader may wish to
develop behaviour more in line with
commercial practices. This is expressed through their online
“brand” expressions and in how they carry
and introduce themselves. Know which markers you want to
develop and then be intentional about
27. focusing on that aspect of yourself.
3. Be intentional about the marks you leave behind
As we interact with others, we all leave behind a mark, and in
Mr. Sketch’s case, a scent. A sure-fire
way to ensure your mark is pleasant is to help others as much as
you can. You are more likely then to
leave the room with a good fragrance.
I am becoming increasingly conscious of the painting we are all
creating with our markers. To the point, this
blog I am writing is leaving a mark on the world. If you feel
this is useful for others and it supports your own
identity marker as someone who shares such things, I invite you
to make your mark through commenting or
passing it on through the channels below.
From: http://www.sidewaysthoughts.com/blog/2013/08/sniffing-
your-identity-markers-who-do-you-say-you-are/
A little about me
I am Chad Renando. I am a husband and father,
American and Australian.
My day job role is as a management consultant
providing coaching, strategy development, and
28. process mapping to build individual, team and
organisational efficiency and effectiveness.
I believe in helping people realise their full potential
within the organisations in which they serve. I
believe that can only be done by challenging
convention and taking a perspective that is sideways
to the norm.
These are my thoughts.
September 15, 2013 by Nancy Babbitt
Identities: Markers of Power and Privilege
The subject of identity is complex. Identities are situational
and relational. Identity is at once fixed, fluid and
dynamic. They are created through a process of socialization.
They are self-determined, and sometimes they
are not. Identities are, many times, used to label and classify
people who are seen as having binary or
oppositional difference. Identities are also constructs that are
used to create social hierarchies of domination
29. and oppression, and where some groups realize advantage of
power and privilege while at the same time others
realize situations of disadvantage. These hierarchies of
domination and oppression and power and privilege in
my own life and circumstance are becoming progressively more
apparent to me, and I also increasingly
recognize this social phenomenon in the lives of others, too.
Identity is the conception of one’s individuality expressed
through group affiliation. For example, one’s
nationality, ethnicity, race, class, sex, gender, and sexuality are
common expressions that make up one’s
thoughts concerning one’s self. The many groups to which one
belongs determine ideas of individual
expression, and they collectively form one’s individual identity.
Additionally, identities are a mixture of inner and outer
qualities and characteristics that are both fixed and
dynamic. One might think of one’s self as having qualities or
characteristics such as those of being outgoing or
shy and tall or short. Yet certainly one could not have always
thought of one’s self as outgoing or shy, tall or
short. One develops and grows into thinking of one’s self as
outgoing or shy and tall or short, in comparison or
relation to others. Even if one’s personality does not change, or
if one’s height stabilizes at adulthood, one’s
30. perception of one’s self may change in relation to how one
compares one’s self with others. Perhaps one who
considers one’s self shy meets someone considerably more shy,
or perhaps one considers one’s self tall, until
meeting someone taller. This may force one to re-evaluate how
one thinks of one’s self. Perception of one’s
self is situational and relational. Therefore one’s ideas
concerning one’s identity may shift as a consequence.
Similarly, identities also change according to what one learns.
Perhaps one’s identity is as having a ‘green
thumb’ or as an airline pilot, for example. One cannot have
always had a green thumb, neither is it possible for
one to have always been an airline pilot. One first has to learn
how to grow plants or how to fly an airplane
before one can assume the identity of having a green thumb or
as being an airline pilot. Therefore, one’s
identity and how one may think of one’s self, is dependent upon
what one has learned and what one does. Once
again, identities can change over time. Identities are dynamic.
Shifting identities occur as one grows and physical/mental
characteristics change, too. As people grow, mature
and get older, their identities change according to age, health or
wellness, and physical/mental ability and
31. disability, for example. A young girl becomes a teen, then a
wife and mother, and later a grandmother, a
widow, and perhaps even later an Alzheimer’s patient might be
one example of the progression of identity
changes related to growth and aging. One’s identity evolves.
Identity is also created through a process of socialization. Our
families teach us about our familial, gender,
racial, religious, ethnic and national identities and roles, for
example. Our peers reinforce group social
norms. Our primary and secondary education reinforces the
dominant social identity ideals and roles while our
higher education teaches us our work and professional identities
and roles. The media reinforces dominant
social ideals (such as gender role norms) and constructs new
realities based on historical myths (such as a
‘traditional nuclear family’ or ‘patriotic rugged individualism’)
while at the same time it creates new social
ideals such as ‘consumerism’. The socializing affects of our
families, our peers, our education and the media
work together to influence how we think about ourselves and
others, even when we do not realize this process is
taking place.
https://justdessertsblog.wordpress.com/2013/09/15/identities-
markers-of-power-and-privilege/
32. https://justdessertsblog.wordpress.com/author/nbabbitt/
Yet, identity is not only what one thinks of one’s self, it also
consists of how one may classify people who are
different from one’s self. For example statements such as, ‘they
are criminals’, ‘they are illegal aliens’, and
‘they are terrorists’ indicate groups of people who do not have
the same social values or social standing that one
holds. Perhaps those thought of as criminals, illegal aliens, and
terrorists are classified differently within their
own social groups, perhaps even in a positive manner. Labeling
others is one means of creating identity. How
one thinks of one’s self can be defined by how one classifies
and labels others.
Many times we use labels to describe and classify binary or
oppositional qualities and characteristics of identity
difference that develop harmful social consequences. As
previously stated, some very common classification
labels are those of race, class, sex, gender, sexuality, and
nationality. Many times we think in terms of either/or,
binary or oppositional labeling. We may be either white-
skinned or not. We may be male or female, masculine
or feminine, heterosexual or not, or a U.S. citizen or not, and
we may be rich, middle class, or poor, for
33. example. These types of either/or binary or oppositional labels
work to create ideas of binary or oppositional
separateness that do not easily allow for individual identity and
expression outside of these dominating social
ideals. This way of thinking has created a dominating
hegemonic force that stigmatizes (and penalizes) folks
who do not fit into the dominating social categories.
Identity concepts are used to sort and classify people into
groups who realize differing degrees of power and
privilege. Notions concerning one’s race and gender, for
example, are not biologically based, as is commonly
believed, but rather ideas concerning race and gender change
over time and place. Yet one’s race and gender
are important symbols and features of one’s identity. People
use the concepts of race and gender to classify and
sort: Who are the most intelligent, who are the most empathic,
which is strongest, and who are weak, for
example. The ideas of race and gender, people’s opinions,
perspectives and viewpoints, are cultural and social
constructs that folks use to define themselves and others.
Dominant groups have historically used notions of
race and gender to label others and to construct and maintain
oppressive class and power structures at both
individual and systemic levels. Identities are social constructs
34. that may communicate one’s position in a
hierarchical social order.
Therefore, one’s identity, who one is and what makes each one
of us an individual and distinct from one
another, is the complex and cumulative sum of one’s affiliation
to the many groups to which one
identifies. Additionally, it is also the characteristics and group
affiliations which others attribute to us. Identity
formation takes shape through a process of socialization, and as
a process it is fluid in nature and changes over
time. It happens consciously and subconsciously as we make
judgments and compare our similarities and
differences to one another and this has resulted in a condition of
social hierarchy in which differing degrees of
power and privilege and advantage and disadvantage exist.
Each individual has a position within a complex set
of interconnected hierarchical strata and we each realize
differing degrees of power and privilege in some areas
of our lives and disadvantages in others.
As an example of this phenomenon I will consider my own
identity and that of my partner. I am a U.S.
citizen. I am also a white-skinned, married female who is the
biological mother of my two children, and who
35. (at almost 50 years of age) is attending her second year of
college, long overdue. I am married to a white-
skinned, male. He is the father of our two biological children,
who is also currently a student, working toward
his second degree (a PhD), so that (hopefully) he will once
again be gainfully employed.
There is an interesting paradox in describing my and my
husband’s individual identities. I have used labels to
indicate a few of the most dominant groups to which we
individually and collectively belong. We both are U.S.
citizens. We are both members of the white-skinned race. I am
female and he is male. We both are
heterosexual. We are married and are members of the ‘middle
class’, and we are the heads of a ‘traditional’
‘nuclear family’. I am a ‘baby boomer’, while he is not. I am a
high school graduate and now I am an adult
learner and a first-time college student. He is a high school
graduate, a college graduate, and now once again he
also is a college student, but this time as an adult learner. The
paradox is that the many groups with which we
each identify determines our unique individuality.
Yet even more interesting than this paradox is the degree of
power and privilege offered and assigned to the
36. group affiliations with which we identify. Below is a list of
what I consider the most defining group affiliations
(determined by degree of social privilege and power) to which
we belong and a brief explanation concerning the
embedded power that is offered through that group membership.
or Irish, although we both are of
European and Irish descent and maintain a cultural affiliation to
these locales and ethnicities. Yet, we
are not from an African country, nor are we from Asia or
Central America. Instead, we are members of
one of the most privileged ‘first world’ countries and one that
dominates in world affairs.
th are white-skinned. We are members of the most
privileged race (especially in the U.S.) and
one that frequently dominates members of other races.
-
privileged and generally more submissive sex. My
husband is a member of the most privileged and primarily
dominating sex, because he is biologically
male. Neither of us are a member of the socially stigmatized
group of individuals who do not easily
classify as either biologically male or female but rather
37. somewhere in between.
norm’. Our society offers us many social
sanctions for the lifestyle we live, while folks who identify
differently are many times stigmatized,
criticized, ostracized, bullied, beaten and even murdered for
their difference.
are assigned to our sex, that is, a masculine
(dominating) male, and a feminine (submissive) female. We
have been socialized to do so. This,
perhaps, allows us to function comfortably within larger social
groups who expect certain characteristics
and behaviors from males than it does from females. We realize
a greater degree of acceptance and
social sanctification than those whose gender identity does not
fit what is viewed as a ‘traditional’ social
‘norm’.
family, the idealized type of family in the
U.S. We receive many benefits from this situation such as tax
savings, insurance benefits, and survivor
benefits (to name only a few) that other family types do not
receive.
38. -boomer’ and realize privilege of being a
member of the hegemonic force that this group
maintains, although my husband is a few years younger and is
not a ‘baby-boomer’. We both still
realize a great deal of privilege and benefits that this
dominating group has designed and implemented in
society. One example is that industry and retail markets cater
to the large ‘baby-boomer’ demographic,
so we have many consumer goods and services that are designed
to appeal to our age group from which
to choose.
of my sisters in other less privileged
nations are not able to realize. I am a college student, and
therefore even more privileged, although I am
realizing this privilege at a late point in my life, I still
recognize it as a privilege, especially considering
worldwide circumstances where many girls are not allowed to
obtain a formal education. In relation to
my husband, though, my status is lower than his. He already
has two college degrees (and his income
reflects this) and now he is working toward his first graduate
degree. This situation of privilege and
39. power is most interesting, because my husband’s educational
‘stipend’ is greater than my income from
employment. This circumstance is a reflection of the power and
privilege of both being male and of
being educated.
The judgments we make as we compare our similarities and
differences to one another has resulted in a
condition of social hierarchy in which differing degrees of
power and privilege and advantage and disadvantage
exist within and between societies. Each individual has a
position within a complex set of interconnected social
hierarchies and we each realize different degrees of power and
privilege. In some areas we realize relative
advantage while in others we realize relative disadvantage.
I will use my personal circumstances to demonstrate this point
in a different way, by attempting to rank my
position of privilege and power on a scale from 1 to 10 (1 being
the least and 10 being the most) in various
areas of my life. I will consider my relation specifically to
other U.S. citizens because I know that in worldwide
relations, my reflection on my own ranking would be a great
deal different. I would rank my status, as a citizen
40. of the most powerful first world nation, in the uppermost
position in all categories. Therefore, for the purpose
of determining a social ranking for myself, I will focus only on
my relationship to other U.S. citizens.
Financial wellbeing may be one way to think of the degree of
privilege one has, because financial wellbeing
allows one to access the goods and services that they need to
live well. Financial wellbeing may be understood
in different ways and their sum adds up to represent one’s
socioeconomic status.
thers in the
U.S., I would rank my privilege status at a 4,
because I have a small positive net worth in the form of home
equity, and according to the U.S. Census
Bureau, at my level of net worth, more than half of the U.S.
population has a larger family net worth
than my own, and almost one third has less (Wealth and Asset
Ownership, n.d.).
would rank my privilege status at a 2. This is
because my family’s income is just above the 2013 poverty
guidelines of $23,550 for a family of
four. The U.S. “poverty guidelines are updated periodically in
the Federal Register by the U.S.
41. Department of Health and Human Services under the authority
of 42 U.S.C. 9902(2)” (Poverty
Guidelines, n.d.).
Yet financial wellbeing is not the only indicator of privilege.
Privilege might be thought of in terms of
opportunity.
rank my privilege status, in relation to others
in the U.S., at an 8 because both my husband and I are currently
enrolled in college full-time. We both
are working toward a degree that (hopefully) will be marketable
in the near future. With my husband’s
Multidisciplinary Science PhD specializing in Computer
Science, a Bachelor of Science Degree in
Mathematics, Computer Science, and Finance plus my Bachelor
of Art Degree in Social Theory Social
Structure and Change, (if we successfully complete our
programs) we should be able to realize a secure
old age, even if we are not able to fully ‘retire’ (Educational
Attainment, n.d.). Perhaps we will never be
in the top “1%”, but to my way of thinking, this is not a
detriment. I would be ashamed to have amassed
such great wealth when I know that others’ needs are not being
met.
42. so to speak. I would rank my privilege
status, in relation to others in the U.S., at a 10. This is because I
carry an ‘invisible knapsack’ of
privileges and opportunities that I may tend to take for granted
as a white-skinned person. I have
privileges that others do not have the same opportunity to enjoy.
The ‘invisible knapsack’ is the way in
which Peggy McIntosh described in her essay, White Privilege:
Unpacking the Invisible Knapsack, the
“special provisions, maps, passports, codebooks, visas, clothes,
tools and blank checks” for example,
which white-skinned folks enjoy that are neither in broad public
view or even intended to be seen
(1988). These unearned resources (that provide special
opportunities) are not distributed equally or
shared by individuals of other races.
relation to others in the U.S., at an 8. This
ranking is not without problems. I have grouped biological sex,
gender and sexual orientation all
together (as is the ‘norm’) even though they are very separate
elements of one’s identity. I am
43. considering the fact that I am biologically female (the lesser
socially esteemed sex), but not as low as
those folks who do not fit into binary sex categories. I am also
considering the fact that I am
heterosexual – the sexual orientation that is considered socially
‘normal’. Finally, I am considering
gender, which is many times thought to be personality
characteristics naturally inherent to specific male
or female body types, which is to say, masculine men and
feminine women. I classify as a feminine
female, which is the social ‘norm’. Because I fit into the social
norm categories, I am a more privileged
person than those who do not. I move comfortably in social
groups because my identity is a
representation of the social norm. Others may not have this
privilege. For example, feminine men or
lesbians are many times stigmatized, ostracized, bullied, beaten,
and sometimes even murdered because
others disapprove of their identity differences. Additionally,
although I am a member of the less-
privileged sex, I am the wife of a white, college-educated male.
By this affiliation I realize a portion of
the many benefits that society affords to him and his privileged
44. class. This circumstance would place
me (statistically) at a higher social standing than a female not
married to a college-educated white male.
comparison to others in the U.S., at a
9. This is because a person’s mental and physical
ability/disability correlates to a family’s financial
wellbeing. The ‘Disability and American Families’ report stated
that the 2000 Census “counted a total of
72.3 million families and found that nearly 28.9 percent of them
(about 2 in every 7 families) reported
having at least one member with a disability” (Disability and
American Families, n.d.). The report also
stated that families that have members with a disability had
lower median incomes, they had lower
levels of employment, they were more likely to receive income
from Social Security and public
assistance, they were less likely to own their own home, and
they were more likely to live in poverty
(Disability and American Families, n.d.).
o No one in my family has any serious medical issues, yet at my
age it is common that health does
decline, and I now have begun to ‘feel’ my years.
45. o Mental health is an interesting thing to consider. I have come
from family with a troubled
history, and therefore I carry all sorts of unwanted baggage.
My husband has his own difficult
past situation, too. What we have discovered is that education
can help to reverse some of the
negative impact that our upbringing has imposed on us. So
although I would not rate either of us
as perfectly well – we have no major issues, and none that
affect our ability to work and care for
our families.
o I have NYS provided Family Health Plus health coverage
insurance that would provide myself
(and my family) a degree of security in the event of illness or
injury. Access to both healthcare
and healthcare insurance is a privilege not all individuals
currently have the opportunity to enjoy.
There are many forms of privilege one can realize, that of
financial wellbeing, mental and physical wellbeing,
and opportunity name only a few. Yet these few examples
demonstrate another important social
phenomenon: Where there is privilege, there is power.
‘norm’, hegemonic forces work to create
46. even greater privileges through a type of majority (mob) rule.
ivilege of mental and physical health
have greater opportunity to increase wealth
through education, employment, investments, etc.
opportunities in family, education and
employment situations.
take advantage of opportunity of higher
education, and the rewards of asset ownership such as a home or
business or financial investments.
have the opportunity
to take advantage of careers that pay
substantially above the average or median income.
Privilege offers opportunities that work to create additional
privileges, and in turn these increased privileges
offer greater opportunity in a cyclic fashion. This is the
relationship between privilege and power. Having one
permits the other to increase. Wealth and education are two
such areas that allow a person to have a high social
standing, one in which they have the opportunity to make
decisions that affect not only their own wellbeing, but
47. also the wellbeing of many others. This phenomenon is
apparent in our larger social institutions such as the
world of academia with its research, and the corporate world
with its government and military support.
First we will examine privilege and power in the world of
academia and research. For example, we can
consider the ‘gender gap’ circumstance in the U.S. The gender
gap, or the systemic differences between males
and females in education and the labor market, as represented
by educational opportunity, occupational choices,
opportunities for upward mobility, and differences in pay rate
and income, is the result of many factors. These
factors may include the type of position held, the difference in
education and experience that these positions
require, but perhaps they also may include the social pressure
that men and women encounter, which
encourages them to make the career decisions they choose.
Broverman, et al. (1970), examined the nature of this social
pressure more than four decades ago. They found,
for example, that although there was no significant difference as
a function of the sex of the therapist, it was a
common belief among clinical psychologists that the
characteristics of healthy males and females differed as a
48. function of one’s sex. These differences paralleled gender-role
stereotypes. Additionally, it was shown that
characteristics and behaviors considered healthy for an adult
(no sex specified) resembled those considered
healthy for men, but not those considered healthy for women.
Broverman, et al. reasoned that the “double
standard” of mental health was a function of the “adjustment
notion”, that is, one’s good health was dependent
upon being well adjusted to one’s environment (1970). The
implications in this finding were and still are
astounding.
We should consider how the authority given by society to the
social scientists allowed them the power to exert
influence on social standards and attitudes. Their privileged
and highly educated position provided them with
the ability to engage in ‘expert’ advisory functions not only for
their clients, but also for government agencies,
private institutions and the general public. By the authority
given to them, these clinicians even had the power
to perpetuate harmful stereotypes. The ‘adjustment notion’ that
the social scientists suggested, placed women
in conflict with their choices. They could either choose
between positive identity characteristics that were
49. associated with adults (and men), such as competence, or they
could choose identity characteristics that were
more socially accepted for females, such as empathy. Yet,
feminine gender norms held a lower social ranking
than those of men. Choosing identity characteristics such as
competence, which was considered more socially
accepted for adults (and men), would classify that behavior as
pathological for a woman, and therefore would
still position a woman at a lower social ranking than that of a
healthy, competent man. Either identity
characteristic choice would marginalize a woman and
consequently, women were left with very little privilege
of choice or power in relation to men. The overall social
stratification between men and women still persists
today. The high social standing, the status, given to highly
educated professionals, allows them a great deal of
privilege and power, even the authority to make decisions that
negatively affect the lives of many others.
This example of the relationship between privilege and power
(and status) demonstrates how social hierarchies
can be created, reinforced, and enforced within and through our
social institutions such as the world of
academia, research and healthcare. We can also find a
relationship between privilege and power in the
50. corporate world and the institutions that support it – the
government and the military.
Paul Street, in his ZNet commentary, Savage Inequalities
(2002), provided an excellent illustration of the
interconnected privilege and power structures of the corporate
world, the U.S. Government, and the
military. Street’s observations were that the U.S. response to
the 9-11 terrorist attacks on the World Trade
Center, the Pentagon and the flight that was presumed to have
been headed toward the White House is a perfect
example of the ‘savage inequalities’ that exist in U.S. culture.
Street wrote of the ‘fast track’ manner in which the Victim’s
Compensation Fund (VCF) was created and how
the way it operated was a perfect example of the unequal
valuation of human life in this country. He brought to
light the fact that families of the victims of the 9-11 terrorists
attacks each received very different financial
awards. Victim’s families were compensated as determined by
a scale that did not represent individual and
intrinsic human value or social value. Instead, the
compensation valued the victims as a human resource. This
was represented in the compensation valuation being determined
by a formula quite similar to the income
replacement formula that life insurance companies use to advise
51. their customers when selecting life insurance
policies. He also elaborated on the fact that this seemingly
unequal way of determining human value was rather
egalitarian in relation to the real wealth distribution in the U.S
and how airlines generally compensate victims of
crashes and their families. It is interesting to consider that if
the administration at that time had not created the
‘fast track’ (taxpayer funded) VCF, the compensation awards
would have been left for the courts to decide, and
the typical payout for this type of incident generally ranges
from zero dollars to 30 million dollars – much less
equal than the VCF formula. Paradoxically, the VCF, as
unequal as it seemed on the surface, was actually
much more equalitarian than the typical ‘American’ way of
doing business (Street, 2002.).
Additionally, Street brought to light another important post 9-11
issue, that our ‘War on Terror” primarily
functioned to provide welfare for those who needed it the least,
and it decreased assistance to those who needed
it the most. He asserted that the VCF was created as a type of
corporate welfare, designed to benefit the airline
and insurance industries, and those who were already at the top
of the social hierarchy, while at the same time,
52. nothing was created to benefit the now unemployed airline
workers (another negative social consequence of the
9-11 tragedy). He also cited the thriving state of corporate
welfare, in the form of billions of dollars of
retroactive tax cuts for already profitable corporations, in the
midst of decreasing budgets for social services,
welfare reform’s lifetime limits, increasing food insecurity,
high child poverty rates, and new standards of
‘academic achievement’ being enacted in what was to become
the ‘No Child Left Behind’ legislation (which, in
reality, defunds those schools and students most in need of
assistance). Post 9-11 government support was
primarily provided, not to people in need, but rather to entities
that would maintain strong GDP for the U.S.
economy. In the response to the 9-11 tragedy, we can see that
the systemic and structural inequalities of U.S.
society are rooted in what Street called the “inherently amoral
and in-egalitarian pinball machine of capitalism”
(Street, 2002.).
Perhaps these are the very entities that were being targeted in
the attacks that day – the World Trade Center (a
symbol of corporate power), the White House (a symbol of
government support of industry) and the Pentagon
53. (a symbol of the military that serves to protect the institutions
of government and industry) – and the
dominating nature of the ‘American way of life’ as Street named
it (Street, 2002.).
The United States of America is a country where its citizens
profess to value human equality as among one of
their highest moral standards. It is written in the Declaration of
Independence, “all men are created equal”, yet
in reality the U.S. is one of the most highly stratified societies.
We identify with equality, yet at the same time
structural inequalities are built into our most dominant and
interconnected social institutions – our economy, our
education systems, our governments, and the military, amongst
others.
Identity construction has a complex and dynamic nature.
Identities are many times related to group
affiliation. Group dynamics create both intended and
unintended situations of domination and oppression. This
creates a social stratification where individuals each realize
different degrees of power, privilege and status
within and among societies. Paradoxically, this type of
hierarchical structural inequality can take place in
societies that simultaneously strive to value human equality as
one of its highest moral standards. Because of
54. this paradox, others may identify the U.S. (and its culture and
its citizens) as a nation that maintains a double
standard. In reality, the U.S. is one of the most highly stratified
(unequal) societies in the world, and
additionally it also dominates in world affairs.
For this reason, when considering my own identity, and my
position of status hierarchy, I place U.S. citizenship
as the highest on the hierarchical list. This is so that I
remember my current position of extreme privilege,
power and status in relation to others. This helps me to also
remember others position of disadvantage and also
quite likely, their situation of need. With this understanding
and perspective I can begin to deconstruct the
hierarchies that are present in my own life and social circles.
Perhaps, when considering identity, instead of
thinking in terms of group affiliation, personal traits and
qualities should be the primary consideration. Yet, as
is the case with the harm in attempting to be ‘colorblind’ when
dealing with unequal race relations, ignoring the
fact that marginalized groups are, in fact, realizing situations of
disadvantage, this desire is more of an idealistic
goal than it is a desirable current reality. Perhaps someday
soon, we may be able to think of our own and others
identities based solely on individual characteristics and traits.
55. References:
2013 Poverty Guidelines. (n.d.). 2013 poverty guidelines. [Web
page]. Retrieved from
http://aspe.hhs.gov/poverty/13poverty.cfm#threshold
Broverman, I. K., Broverman, D. M., Clarkson, F. E.,
Rosenkrantz, P. S., & Vogel, S. R. (1970). Sex-role
stereotypes and clinical judgments of mental health. Journal of
Consulting and Clinical Psychology, 34(1), 1-7.
doi:10.1037/h0028797
Disability and American Families: Census 2000 Special Report.
(n.d.). Disability and American families:
Census 2000 special report. [Web page] Retrieved from
http://www.census.gov/prod/2005pubs/censr-23.pdf
Educational Attainment: Field of Degree and Earnings by
Selected Employment Characteristics. (n.d.).
Educational attainment: Field of degree and earnings by
selected employment characteristics. [Web page].
Retrieved from http://www.census.gov/hhes/socdemo/education
McIntosh, P. (1988). White privilege: Unpacking the invisible
58. J (67%)
Neuroticism 22 (high)
Openness 48 (high)
7. Write a short reflection (minimum of half a page) discussing
and comparing your results from the tests.
· Do you agree with your results? Use detailed examples that
either support or refute your results.
· Do the results match? How well do they match?
· Which of these tests do you believe is more accurate? Why?
Part II
8. Which of the two tests (either Myers-Briggs Type Indicator
or The Big 5) do you believe captures your personality better?
Why?
9. How might knowing your personality be beneficial in the
context of engineering design?
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