This document outlines an assignment asking students to read about and reflect on the concept of privilege. It provides context for two parts:
1) Students read an article defining privilege and explain two key ideas they would discuss with someone about privilege and why they chose those ideas.
2) Students read examples of privilege related to gender, race, sexual orientation and disability from a textbook. They are asked to reflect on what life would be like for someone marginalized in specific ways and how their life may be affected. The assignment aims to help students understand privilege from different perspectives.
This document provides reflection questions for students who were absent from a diversity and social justice class. It includes 4 learning activities that ask students to reflect on topics discussed in class like inclusion, exclusion, privilege, and social construction of criteria that advantage some groups. Students are asked to consider how personal and structural factors contribute to their experiences and to reflect on how privilege operates in subtle ways. They are also asked to watch two short videos that illustrate how privilege impacts relationships and communities, and how those with privilege are often unaware of it.
This document provides reflection questions for students who were absent from a diversity and social justice class. It includes summaries of four "learning activities" discussed in the missed class: 1) questions about students' experiences of inclusion, exclusion, and marginalization, 2) structural factors that create marginalization, 3) who decides such factors and why, and 4) introducing the concept of privilege. Students are asked to write responses to reflection questions for each activity to demonstrate their understanding of the key concepts and perspectives covered in the missed class.
M I D T E R M E X A M ENGL 447 SPRING 2015 This m.docxSHIVA101531
This midterm exam for an English literature course focuses on analyzing passages from slave narratives and responding to essay prompts about slavery. The exam is divided into two parts: a close reading section and an essay section. For the close reading, students must analyze one of three passages in 1.5-2 pages on how it functions in the larger text. The essay prompts ask students to write a 3-4 page essay engaging with one prompt and one slave narrative text, making a thesis-driven argument using evidence from the narrative.
The document provides instructions for an assignment where students will write a personal history of otherness. They are asked to examine their identity through 8 categories of otherness - race/ethnicity, gender, religion, sexual orientation, socioeconomic status, age, physical/mental ability, and language.
For each category, students will define if they are a dominant or subordinate member, discuss the advantages of dominance and challenges of subordination, and reflect on how these impact their identity development and experience in the classroom. A rough draft is due next class, bringing the completed first page, with bullet points summarizing the 8 categories.
Sociology of Mental Health Fall 2015 Exercise 2 Essay Ques.docxlorileemcclatchie
Sociology of Mental Health
Fall 2015
Exercise 2
Essay Questions:
Please respond to THREE of the following questions in essays 1.5 to 2 pages long.
1) In Mad in America, Robert Whitaker argues that the treatment of mental illness is a “prism through which to view a society.” Put another way, he suggests, “Medical treatments for the severely mentally ill inevitably reflect the societal and philosophical values of the day (xv).” For this essay, please
compare and contrast
the dominant paradigm of mental illness treatment in two historical periods discussed in the book. You should consider: the underlying assumptions about the causes of mental illness; the prevailing treatment(s) of the day; how the mentally ill were regarded; and then describe what this tells us about that particular society at that particular time.
2) At the heart of Whitaker’s study is a question: Why do people with mental illness in the United States fare less well than people in poorer countries? Use Mad in America, as well as
the other texts
for our class, to address this question. Ask yourself, why might this be the case? What are the social, cultural and economic features of U.S. society that contribute to this situation? You may want to focus on the three or four most significant factors and explain how they all contribute to this situation.
3) Utilizing Karp’s “In Sickness and in Health” and one other reading from Voices from the Inside,
compare and contrast
caring for a family member with a physical illness to caring for a family member with a mental illness. In what ways are they similar, in what ways are they different? What accounts for the differences? What factors to social perceptions play? Do these differences matter, why or why not? Explain.
4) Karp and Sisson write, “I believe that one of the most important missions of sociology is to give voice…to the experiences of those whose voices and experiences would typically otherwise be blunted, marginalized…or simply ignored. If we want to understand how society works…we need particularly to listen well to the narratives of those who are too often powerless, marginalized, disenfranchised, and stigmatized (p. 4).” What do the narratives presented in Voices From the Inside tell us about how society works? Utilizing at least
two
selections from the book, please identify and discuss at least
two
different lessons these narratives tell us about how society works regarding mental health and illness.
In general, the responses will be evaluated as follows:
1) Each response should be written in an
essay
format (introduction, body and conclusion-writing matters!).
2) Incorporation of
specific examples
from the relevant texts (you should demonstrate that you have a solid grasp of the material by drawing on the texts to support your claim, argument or analysis). If you pull an exact quote from one of our readings, you must include the author’s last name, year of publication and page number. For exam.
This document provides an agenda and materials for a class discussion on racial passing and writing an essay on the topic. It includes a list of terms related to oppression and identity. The class will present information on thesis statements, outlining, using evidence, and introductions for essay writing. Students will then work on a draft of their Essay #2, which asks them to argue for or against the act of racial passing using evidence from class texts and discussions. The document provides discussion prompts, sample thesis statements, and guidance on developing body paragraphs, introductions, and outlines for the essay. It assigns reading and homework for students to post a draft introduction and body paragraphs.
This document provides an agenda and materials for a class discussion on racial passing and writing an essay on the topic. It includes a terms list defining key concepts, excerpts from texts discussing whether passing reinforces or disrupts social constructs of race, guidelines for writing an introduction and thesis, developing body paragraphs with topics sentences and evidence, and considering counterarguments. Students are assigned to write a 4-6 page essay arguing for or against William Pickens' view that people should seize opportunities to pass for white to access privileges and safety. The document models outlines, introduces techniques for openings, and assigns reading and draft posting for homework.
This document provides an agenda and materials for a class discussion on racial passing and writing an essay on the topic. It includes a terms list defining key concepts, excerpts from texts discussing whether passing reinforces or disrupts social constructs of race, guidelines for writing an introduction and thesis, developing body paragraphs with topics sentences and evidence, and considering counterarguments. Students are assigned to write a 4-6 page essay arguing for or against the position that people should seize opportunities to pass for their own benefit, citing evidence from class readings and discussions. An outline format is also provided.
This document provides reflection questions for students who were absent from a diversity and social justice class. It includes 4 learning activities that ask students to reflect on topics discussed in class like inclusion, exclusion, privilege, and social construction of criteria that advantage some groups. Students are asked to consider how personal and structural factors contribute to their experiences and to reflect on how privilege operates in subtle ways. They are also asked to watch two short videos that illustrate how privilege impacts relationships and communities, and how those with privilege are often unaware of it.
This document provides reflection questions for students who were absent from a diversity and social justice class. It includes summaries of four "learning activities" discussed in the missed class: 1) questions about students' experiences of inclusion, exclusion, and marginalization, 2) structural factors that create marginalization, 3) who decides such factors and why, and 4) introducing the concept of privilege. Students are asked to write responses to reflection questions for each activity to demonstrate their understanding of the key concepts and perspectives covered in the missed class.
M I D T E R M E X A M ENGL 447 SPRING 2015 This m.docxSHIVA101531
This midterm exam for an English literature course focuses on analyzing passages from slave narratives and responding to essay prompts about slavery. The exam is divided into two parts: a close reading section and an essay section. For the close reading, students must analyze one of three passages in 1.5-2 pages on how it functions in the larger text. The essay prompts ask students to write a 3-4 page essay engaging with one prompt and one slave narrative text, making a thesis-driven argument using evidence from the narrative.
The document provides instructions for an assignment where students will write a personal history of otherness. They are asked to examine their identity through 8 categories of otherness - race/ethnicity, gender, religion, sexual orientation, socioeconomic status, age, physical/mental ability, and language.
For each category, students will define if they are a dominant or subordinate member, discuss the advantages of dominance and challenges of subordination, and reflect on how these impact their identity development and experience in the classroom. A rough draft is due next class, bringing the completed first page, with bullet points summarizing the 8 categories.
Sociology of Mental Health Fall 2015 Exercise 2 Essay Ques.docxlorileemcclatchie
Sociology of Mental Health
Fall 2015
Exercise 2
Essay Questions:
Please respond to THREE of the following questions in essays 1.5 to 2 pages long.
1) In Mad in America, Robert Whitaker argues that the treatment of mental illness is a “prism through which to view a society.” Put another way, he suggests, “Medical treatments for the severely mentally ill inevitably reflect the societal and philosophical values of the day (xv).” For this essay, please
compare and contrast
the dominant paradigm of mental illness treatment in two historical periods discussed in the book. You should consider: the underlying assumptions about the causes of mental illness; the prevailing treatment(s) of the day; how the mentally ill were regarded; and then describe what this tells us about that particular society at that particular time.
2) At the heart of Whitaker’s study is a question: Why do people with mental illness in the United States fare less well than people in poorer countries? Use Mad in America, as well as
the other texts
for our class, to address this question. Ask yourself, why might this be the case? What are the social, cultural and economic features of U.S. society that contribute to this situation? You may want to focus on the three or four most significant factors and explain how they all contribute to this situation.
3) Utilizing Karp’s “In Sickness and in Health” and one other reading from Voices from the Inside,
compare and contrast
caring for a family member with a physical illness to caring for a family member with a mental illness. In what ways are they similar, in what ways are they different? What accounts for the differences? What factors to social perceptions play? Do these differences matter, why or why not? Explain.
4) Karp and Sisson write, “I believe that one of the most important missions of sociology is to give voice…to the experiences of those whose voices and experiences would typically otherwise be blunted, marginalized…or simply ignored. If we want to understand how society works…we need particularly to listen well to the narratives of those who are too often powerless, marginalized, disenfranchised, and stigmatized (p. 4).” What do the narratives presented in Voices From the Inside tell us about how society works? Utilizing at least
two
selections from the book, please identify and discuss at least
two
different lessons these narratives tell us about how society works regarding mental health and illness.
In general, the responses will be evaluated as follows:
1) Each response should be written in an
essay
format (introduction, body and conclusion-writing matters!).
2) Incorporation of
specific examples
from the relevant texts (you should demonstrate that you have a solid grasp of the material by drawing on the texts to support your claim, argument or analysis). If you pull an exact quote from one of our readings, you must include the author’s last name, year of publication and page number. For exam.
This document provides an agenda and materials for a class discussion on racial passing and writing an essay on the topic. It includes a list of terms related to oppression and identity. The class will present information on thesis statements, outlining, using evidence, and introductions for essay writing. Students will then work on a draft of their Essay #2, which asks them to argue for or against the act of racial passing using evidence from class texts and discussions. The document provides discussion prompts, sample thesis statements, and guidance on developing body paragraphs, introductions, and outlines for the essay. It assigns reading and homework for students to post a draft introduction and body paragraphs.
This document provides an agenda and materials for a class discussion on racial passing and writing an essay on the topic. It includes a terms list defining key concepts, excerpts from texts discussing whether passing reinforces or disrupts social constructs of race, guidelines for writing an introduction and thesis, developing body paragraphs with topics sentences and evidence, and considering counterarguments. Students are assigned to write a 4-6 page essay arguing for or against William Pickens' view that people should seize opportunities to pass for white to access privileges and safety. The document models outlines, introduces techniques for openings, and assigns reading and draft posting for homework.
This document provides an agenda and materials for a class discussion on racial passing and writing an essay on the topic. It includes a terms list defining key concepts, excerpts from texts discussing whether passing reinforces or disrupts social constructs of race, guidelines for writing an introduction and thesis, developing body paragraphs with topics sentences and evidence, and considering counterarguments. Students are assigned to write a 4-6 page essay arguing for or against the position that people should seize opportunities to pass for their own benefit, citing evidence from class readings and discussions. An outline format is also provided.
This document provides an agenda and instructions for an in-class essay assignment. Students will write a 5 paragraph essay identifying and explaining both a marginalization and privilege they have experienced personally. They will use specific examples from their own lives and discuss how they have responded to these experiences. The introduction will define marginalization and privilege and state the writer's thesis. Body paragraphs will provide examples of marginalization, privilege, and how the writer has responded. A conclusion will discuss insights gained and future actions. Homework involves outlining topics and examples for the essay.
This document provides an agenda and materials for an English writing class. The agenda includes presenting a terms list, discussing an upcoming essay, and giving a lecture on thesis statements, outlining, using evidence, and introductions. The terms list defines terms related to discrimination, oppression, and social constructs. It also includes a discussion on whether passing reinforces or disrupts social constructs. The document provides guidance on writing an essay arguing for or against racial passing, including developing a thesis, identifying reasons to support the thesis, using evidence from assigned texts, and writing an introduction. It cautions against certain ineffective introduction styles and provides examples of strong introduction openings.
This document contains the agenda and materials for an English writing class. The agenda includes a discussion of essay #2 and a lecture on thesis statements, outlining, using evidence, and introductions. The document also provides terms and their definitions related to sociology and oppression. It presents two opposing views in a group discussion on whether passing reinforces or disrupts social constructs of race. It concludes by having students write a working thesis and outline body paragraphs for essay #2 on whether they agree with the view that people should seize opportunities to pass for their own benefit.
Creation of a mystery religion or researching a historical religion.docxtaminklsperaw
Creation of a mystery religion or researching a historical religion
Here is a guide/prompt to help you with this project; please read carefully:
You need to know what can be gained or was gained from your group before you start with anything else. What is the
gnosis
, the special knowledge that is to be known or gained? Is it a mystery about life or death, or is it some knowledge necessary to the role one is to play in their society? Remember the question, “What is a mystery worth knowing, or experiencing?” You need to understand Victor Turner and the chapter on ritual, as well as the Joseph Campbell chapter, “The Importance of Rites.” If you did not read “The Importance of Rites” due to time constraints, you will need to read it. I went over the pertinent information in my PowerPoint demonstration.
The
function of rites
along with the axiomatic concepts found in Turner should fuel your creation or research. Here are some of the main concepts to take into consideration, both optional information and non-optional information. Non-optional must be included in your writing while optional may give you more points if you show an understanding and familiarity with the terms:
Non-optional
: a. Exegetic, operational, and positional (axiomatic concepts) b. Separation, liminal, aggregation (Rites de Passage) c. Is the group you are studying liminoid or liminal?
Exegetic, operational, and positional are concepts that denote types of information
.
The Rites of passage is the primary ritual that you are using the axiomatic concepts to describe and define.
Optional material
: You can use concepts from Campbell, such as his discussion of Freud’s ‘reality function,’ or you may use the role of rites in modern conceptions of the mystery (Hermetic groups). You may wish to refer to Turner’s discussion of play in pre/postindustrial society, etc. Optional material is a bit more sophisticated and therefore more challenging. I will reward any attempt, if there is evidence of some understanding of the material. If in doubt, stick to the non-optional material.
You have three main options
.
The first option is to create your own mystery religion or secret society.
This is a work of fiction
. If you actually are a member or a creator of a society of this kind, I will not know the difference, so your secret is safe with me. This can be done rather straightforwardly as an essay or it can entail a work of short fiction, a fictional memoir, a dossier, etc. Before the creative writing you need at least one paragraph in which you need to tell me what type of approach you are taking. You need to designate which type of social structure you are going to discuss, whether it is a mystery religion or a secret society. Often this is merely a matter of perspective. The value of the initiation and rituals change depending on which of these you choose and from what perspective, for example: There will be a difference between how a detective would see a group, or a member o.
Personal Strengths And Weaknesses Essay.pdfPersonal Strengths And Weaknesses ...Katrina Wilson
The document discusses writing an essay on personal strengths and weaknesses. It notes that this type of essay requires deep self-reflection and an ability to objectively analyze one's own attributes. It also demands striking a balance between acknowledging strengths with humility and confronting weaknesses honestly. The process involves introspection to assess skills and areas for improvement, and expressing vulnerabilities while maintaining a constructive tone. Moreover, articulating strengths can be challenging and requires conveying them in a captivating yet not boastful manner. Overall, the essay demands navigating complexities of self-reflection, balancing humility and confidence, and weaving a narrative through personal anecdotes.
What are three conclusions you take away from the.docxwrite5
First, Phil Robertson's comments deny the role of systemic racism and discrimination in U.S. history and institutions. Second, this denial contributes to human suffering by ignoring how racism shapes social systems like the justice system, education, and economy. Third, Charles Blow argues that Robertson presents a view of race relations that ignores their historical context and how racism is still embedded in society.
This document is a student assignment on social groups. It includes an introduction that defines social groups and discusses their importance. The document then covers topics like the need for social groups, their objectives, how social network theory views relationships between individuals, and concludes by discussing challenges with defining and classifying social groups.
Running Head INTERCULTURAL COMMUNICATION1INTERCULTURAL .docxjeanettehully
Running Head: INTERCULTURAL COMMUNICATION
1
INTERCULTURAL COMMUNICATION
4
Reflection of chapter 4
(The environmental context)
For this reflection, the concept that I have picked is from The Environmental Context in chapter 4. The specific concept that the paper will discuss is the concept of the cultural preference for privacy. This is a concept that explains that different cultures have different preferences for privacy both online and offline. The preference of privacy ranges from solitude to isolation to intimacy with friends or with the family to anonymity and finally reserves. The level of preference that a culture has forms the basis upon which certain policies are set, how people socialize and the basis of deciding how to structure their houses and living spaces.
I have had an experience with this concept especially in regard to the preference for privacy on the online space. Some time back in a group of very diverse individual, a topic was raised about the numerous censoring and limitation that is done on the web in China. In the group, there was one Chinese individual who tried to explain that it works well for them and their country. However, most the other individuals in the group including myself who come from a culture where there is a lot of freedom on the internet where individuals can access anything and post anything, they like were against the whole concept of internet censoring.
We went round and round telling the Chinese individuals how the government was denying them a right to freedom and how much more they were missing on the internet because of being locked out by the government. No matter how much he tried to explain how that worked well for their society, none of us were hearing any of it because we were all convinced that what their government does is wrong. Surprisingly at the end of the whole discussion and debate, the Chinese individual seemed very unmoved by our many opinions and was still okay with this approach the government had decided to take to monitor activities on their web. From this experience, however, I ended up feeling like we had gone on an on to impose our views and criticisms without giving ourselves a chance to listen and understand the point of view of the one person who felt that such policies were okay for their country.
If I knew then what I know now that is the concepts of this course in regard to the fact that different cultures have different preferences of privacy the experience for me would be very different. This is because I would have made contributions to the discussion from a point of a lot more understanding rather than just imposing my opinion like what everyone else did. I would have been able to see and understand the point of view of the Chinese fellow in the group when he said that what they have worked for them and consequently be more accommodative of the fact we all do not have to be the same and that our needs are not their needs.
The communication or the ...
This document contains an agenda and discussion materials for an English class. The agenda includes an exam, a presentation on how to write a response to literature, and a discussion of the novel Stone Butch Blues. Students will then do an in-class writing assignment to outline and draft the body paragraphs of their response to literature essay on the novel. The document provides essay prompts and topics for students to choose from that analyze themes and experiences in the novel related to gender identity, social pressures, medical treatment, and resistance. It also includes guidance on how to write a response to literature, including developing a thesis, selecting evidence, organizing ideas, and interpreting evidence. The homework assigned is to continue reading a new novel and finish posting the in-
Question #1 Please choose ONE of the following to make an origi.docxDustiBuckner14
Question #1:
Please choose ONE of the following to make an original response. Focus on quality, critical thinking, and support for your ideas.
Gender and Emotion
: Elaborate on five basic emotions such as fear, anger, joy, sadness, surprise, guilt, shame, excitement etc., and explain how they differ in expression for males, females, nonbinary persons. Provide examples of both nonverbal and verbal differences. Tell me why you think these differences exist.
Article Discussion: Anger
: Read the following article (the topic is not meant to be political in nature; focus on objective presentation of a concept). Discuss the implications generalize to other settings, to personal health and esteem, or any other psychosocial concepts you'd like to explore? Share your critical thought.
https://www.psychologytoday.com/us/blog/the-big-questions/201809/gender-norms-emotional-expression
Academic Article Discussion
:
Read the following article/research. Choose one or two aspects of the study that interested you, stood out to you, challenged previous ideas... and share with the class some of your critical thought. What are the implications, how does it impact you or others, what does the research say about this, what aspects of our socialization or psychological needs promote or sustain these observations? Elaborate as you wish as long as I see critical thinking, I'm good!
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4469291/
Superwoman Syndrome/Second Shift:
Women are often reported to suffer from something called the "Superwoman syndrome." Your readings discuss the concepts of "second shift" and of womens' "psychological responsibility" in regard to womens' roles. Briefly explain these concepts and elaborate on their implications regarding women's physical and mental health.
Friendships
: Females often have "best friends," and media portrays males as having "bromances." Elaborate on the dynamics of same-sex friendships between males and females. How are they similar or different? Do you think males would benefit from more intimate relationships? In what ways?
Gender and Communication
:
Provide a few communication examples in which gender influences how it is expressed and perceived differently. For example, is there a different perspective for a raised voice, a demand, interrupting, directness? Is there a different use of language or tone? Are certain phrases used regularly, or are there differences in intentions for communication between genders, like to gain power or to connect and be agreeable? Share your observations with the class and tell us how your understanding can impact your life.
Gender and Nonverbal Language:
Nonverbal language includes Facial Expressions, Gestures, Paralanguage (how one says something, like tone, sarcasm), Touch, Posture, and Eye Contact. Make note of differences on the use of nonverbal language between genders, how it may be perceived, how to avoid misconceptions, and how understanding these differences ca.
The document provides instructions for an ESL student to submit a response in two parts. For the first part, the student must find an online reading or video about making the world better for a specific group and copy/paste the URL. For the second part, the student must answer three questions about the source material: identifying its genre or type, intended audience, and overall purpose. The student has one day to complete and submit both parts of the response.
This document provides an outline for a project on hazardous waste in Kuwait. The project should include: 1) basic concepts of hazardous waste, 2) historical, current and projected data on hazardous waste in Kuwait through data analysis, 3) approaches, opportunities and barriers to handling hazardous waste along with raising local and global awareness, and 4) how hazardous waste relates to or impacts ethical, cultural and religious practices in Kuwait from an ethical perspective. The document requests the outline for this project on hazardous waste in Kuwait.
This document requests a word document and do-file to answer multi-part statistics questions and provide code explanations to help with learning. The requester asks for a word document answering all questions and a do-file typing out all codes to fulfill the requirements of the econometrics project.
This document provides instructions for an explanatory essay assignment. Students must choose one logical fallacy covered in class and analyze how it is exemplified in a fiction or non-fiction text. The essay should (1) explain the fallacy, (2) introduce the relevant moment from the text, (3) provide context for the moment, (4) unpack the moment and how it shows the fallacy, and (5) conclude. The essay requires a minimum of four quotes and must follow an analytic template with an introduction, body paragraphs analyzing topics, and a conclusion. It is due on March 16th and must be four pages long with MLA formatting and at least 1000 words.
The document provides instructions for analyzing a stage production of the play "Pipeline" by discussing key elements of the acting, characterization of the actors, how casting informed the story, and key scenes that embodied the vision. It specifies that the analysis should be at least 750 words and discuss the acting, scenery, costumes, and other important production elements, referring to specific details and demonstrating the reviewer watched a video of the production. Links to information about the play and a production of it at the Lincoln Center Theater are also provided.
This document requests help with a Tableau exercise to learn computer science. It provides few details but asks the recipient to view an attachment for full requirements of the work needed and to then provide a bid accordingly if they are able to complete the work.
Fixed Income Investment Portfolio Project.pdfstudy help
This project requires a 2-page report and 10-slide PowerPoint presentation with speaker notes on a fixed income investment portfolio using ETF data. The report and presentation should include calculations in Excel to analyze the portfolio and recommendations.
The student needs help writing an argumentative essay for their humanities/religion class that addresses the problem of evil and how it relates to the existence of an all-good, all-knowing, all-powerful God. The essay prompt asks the student to discuss whether they find Augustine's answer to the problem of evil convincing, explain their reasoning, and propose an alternative perspective on the problem of evil. The student is looking for a response that completes the essay by Sunday at 10 pm and is between 850-900 words.
The document contains short answer questions about psychology topics discussed in a lecture on February 8th. The questions cover topics like: whether humans are born altruistic or selfish, examples of gender or racial stereotypes, ways to reduce stereotypes in early childhood, definitions of executive functioning and dual representation, the video deficit effect, and how pretend play influences cognitive development. Responses for each question are requested to be 3-5 sentences with references to research where applicable.
The document provides instructions for writing a music performance review as a course assignment. It asks the student to write an 800-1000 word review of a British or Irish artist's performance based on either attending a concert or viewing a video online. The review should critically discuss the musical aspects, performers, performance style, and context about the musicians and venue. It must be written in a journalistic tone consistent with other online and published music reviews. The review will be graded on the amount of information, original insights, organization, and entertainment value.
Learning Debt Financing and Education.pdfstudy help
This document outlines questions for a learning team on debt financing and education. The team is asked to individually respond to three questions from their public finance textbook. Question 10 from Chapter 12 asks about how government debt financing burdens future generations and increases wealth for the current generation compared to tax financing. Question 10 from Chapter 18 asks why matching grants are more effective than non-matching grants at increasing local government spending. Question 5 from Chapter 18 asks why property taxes result in varying tax rates between rich and poor jurisdictions for education financing and how states supplement local education financing to ensure equal opportunity. The team is asked to write a 700-1050 word summary discussing how the concepts addressed in the questions are used in government today and to format their response consistent
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This document provides an agenda and instructions for an in-class essay assignment. Students will write a 5 paragraph essay identifying and explaining both a marginalization and privilege they have experienced personally. They will use specific examples from their own lives and discuss how they have responded to these experiences. The introduction will define marginalization and privilege and state the writer's thesis. Body paragraphs will provide examples of marginalization, privilege, and how the writer has responded. A conclusion will discuss insights gained and future actions. Homework involves outlining topics and examples for the essay.
This document provides an agenda and materials for an English writing class. The agenda includes presenting a terms list, discussing an upcoming essay, and giving a lecture on thesis statements, outlining, using evidence, and introductions. The terms list defines terms related to discrimination, oppression, and social constructs. It also includes a discussion on whether passing reinforces or disrupts social constructs. The document provides guidance on writing an essay arguing for or against racial passing, including developing a thesis, identifying reasons to support the thesis, using evidence from assigned texts, and writing an introduction. It cautions against certain ineffective introduction styles and provides examples of strong introduction openings.
This document contains the agenda and materials for an English writing class. The agenda includes a discussion of essay #2 and a lecture on thesis statements, outlining, using evidence, and introductions. The document also provides terms and their definitions related to sociology and oppression. It presents two opposing views in a group discussion on whether passing reinforces or disrupts social constructs of race. It concludes by having students write a working thesis and outline body paragraphs for essay #2 on whether they agree with the view that people should seize opportunities to pass for their own benefit.
Creation of a mystery religion or researching a historical religion.docxtaminklsperaw
Creation of a mystery religion or researching a historical religion
Here is a guide/prompt to help you with this project; please read carefully:
You need to know what can be gained or was gained from your group before you start with anything else. What is the
gnosis
, the special knowledge that is to be known or gained? Is it a mystery about life or death, or is it some knowledge necessary to the role one is to play in their society? Remember the question, “What is a mystery worth knowing, or experiencing?” You need to understand Victor Turner and the chapter on ritual, as well as the Joseph Campbell chapter, “The Importance of Rites.” If you did not read “The Importance of Rites” due to time constraints, you will need to read it. I went over the pertinent information in my PowerPoint demonstration.
The
function of rites
along with the axiomatic concepts found in Turner should fuel your creation or research. Here are some of the main concepts to take into consideration, both optional information and non-optional information. Non-optional must be included in your writing while optional may give you more points if you show an understanding and familiarity with the terms:
Non-optional
: a. Exegetic, operational, and positional (axiomatic concepts) b. Separation, liminal, aggregation (Rites de Passage) c. Is the group you are studying liminoid or liminal?
Exegetic, operational, and positional are concepts that denote types of information
.
The Rites of passage is the primary ritual that you are using the axiomatic concepts to describe and define.
Optional material
: You can use concepts from Campbell, such as his discussion of Freud’s ‘reality function,’ or you may use the role of rites in modern conceptions of the mystery (Hermetic groups). You may wish to refer to Turner’s discussion of play in pre/postindustrial society, etc. Optional material is a bit more sophisticated and therefore more challenging. I will reward any attempt, if there is evidence of some understanding of the material. If in doubt, stick to the non-optional material.
You have three main options
.
The first option is to create your own mystery religion or secret society.
This is a work of fiction
. If you actually are a member or a creator of a society of this kind, I will not know the difference, so your secret is safe with me. This can be done rather straightforwardly as an essay or it can entail a work of short fiction, a fictional memoir, a dossier, etc. Before the creative writing you need at least one paragraph in which you need to tell me what type of approach you are taking. You need to designate which type of social structure you are going to discuss, whether it is a mystery religion or a secret society. Often this is merely a matter of perspective. The value of the initiation and rituals change depending on which of these you choose and from what perspective, for example: There will be a difference between how a detective would see a group, or a member o.
Personal Strengths And Weaknesses Essay.pdfPersonal Strengths And Weaknesses ...Katrina Wilson
The document discusses writing an essay on personal strengths and weaknesses. It notes that this type of essay requires deep self-reflection and an ability to objectively analyze one's own attributes. It also demands striking a balance between acknowledging strengths with humility and confronting weaknesses honestly. The process involves introspection to assess skills and areas for improvement, and expressing vulnerabilities while maintaining a constructive tone. Moreover, articulating strengths can be challenging and requires conveying them in a captivating yet not boastful manner. Overall, the essay demands navigating complexities of self-reflection, balancing humility and confidence, and weaving a narrative through personal anecdotes.
What are three conclusions you take away from the.docxwrite5
First, Phil Robertson's comments deny the role of systemic racism and discrimination in U.S. history and institutions. Second, this denial contributes to human suffering by ignoring how racism shapes social systems like the justice system, education, and economy. Third, Charles Blow argues that Robertson presents a view of race relations that ignores their historical context and how racism is still embedded in society.
This document is a student assignment on social groups. It includes an introduction that defines social groups and discusses their importance. The document then covers topics like the need for social groups, their objectives, how social network theory views relationships between individuals, and concludes by discussing challenges with defining and classifying social groups.
Running Head INTERCULTURAL COMMUNICATION1INTERCULTURAL .docxjeanettehully
Running Head: INTERCULTURAL COMMUNICATION
1
INTERCULTURAL COMMUNICATION
4
Reflection of chapter 4
(The environmental context)
For this reflection, the concept that I have picked is from The Environmental Context in chapter 4. The specific concept that the paper will discuss is the concept of the cultural preference for privacy. This is a concept that explains that different cultures have different preferences for privacy both online and offline. The preference of privacy ranges from solitude to isolation to intimacy with friends or with the family to anonymity and finally reserves. The level of preference that a culture has forms the basis upon which certain policies are set, how people socialize and the basis of deciding how to structure their houses and living spaces.
I have had an experience with this concept especially in regard to the preference for privacy on the online space. Some time back in a group of very diverse individual, a topic was raised about the numerous censoring and limitation that is done on the web in China. In the group, there was one Chinese individual who tried to explain that it works well for them and their country. However, most the other individuals in the group including myself who come from a culture where there is a lot of freedom on the internet where individuals can access anything and post anything, they like were against the whole concept of internet censoring.
We went round and round telling the Chinese individuals how the government was denying them a right to freedom and how much more they were missing on the internet because of being locked out by the government. No matter how much he tried to explain how that worked well for their society, none of us were hearing any of it because we were all convinced that what their government does is wrong. Surprisingly at the end of the whole discussion and debate, the Chinese individual seemed very unmoved by our many opinions and was still okay with this approach the government had decided to take to monitor activities on their web. From this experience, however, I ended up feeling like we had gone on an on to impose our views and criticisms without giving ourselves a chance to listen and understand the point of view of the one person who felt that such policies were okay for their country.
If I knew then what I know now that is the concepts of this course in regard to the fact that different cultures have different preferences of privacy the experience for me would be very different. This is because I would have made contributions to the discussion from a point of a lot more understanding rather than just imposing my opinion like what everyone else did. I would have been able to see and understand the point of view of the Chinese fellow in the group when he said that what they have worked for them and consequently be more accommodative of the fact we all do not have to be the same and that our needs are not their needs.
The communication or the ...
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: Elaborate on five basic emotions such as fear, anger, joy, sadness, surprise, guilt, shame, excitement etc., and explain how they differ in expression for males, females, nonbinary persons. Provide examples of both nonverbal and verbal differences. Tell me why you think these differences exist.
Article Discussion: Anger
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https://www.psychologytoday.com/us/blog/the-big-questions/201809/gender-norms-emotional-expression
Academic Article Discussion
:
Read the following article/research. Choose one or two aspects of the study that interested you, stood out to you, challenged previous ideas... and share with the class some of your critical thought. What are the implications, how does it impact you or others, what does the research say about this, what aspects of our socialization or psychological needs promote or sustain these observations? Elaborate as you wish as long as I see critical thinking, I'm good!
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4469291/
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Women are often reported to suffer from something called the "Superwoman syndrome." Your readings discuss the concepts of "second shift" and of womens' "psychological responsibility" in regard to womens' roles. Briefly explain these concepts and elaborate on their implications regarding women's physical and mental health.
Friendships
: Females often have "best friends," and media portrays males as having "bromances." Elaborate on the dynamics of same-sex friendships between males and females. How are they similar or different? Do you think males would benefit from more intimate relationships? In what ways?
Gender and Communication
:
Provide a few communication examples in which gender influences how it is expressed and perceived differently. For example, is there a different perspective for a raised voice, a demand, interrupting, directness? Is there a different use of language or tone? Are certain phrases used regularly, or are there differences in intentions for communication between genders, like to gain power or to connect and be agreeable? Share your observations with the class and tell us how your understanding can impact your life.
Gender and Nonverbal Language:
Nonverbal language includes Facial Expressions, Gestures, Paralanguage (how one says something, like tone, sarcasm), Touch, Posture, and Eye Contact. Make note of differences on the use of nonverbal language between genders, how it may be perceived, how to avoid misconceptions, and how understanding these differences ca.
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Assignment Exploring the Meaning of due.pdf
1. Assignment - Exploring the Meaning of "Privilege" due Saturday, Feb...
Assignment - Exploring the Meaning of "Privilege"
due Saturday, Feb 4th
Note: The directions for this "Assignment" involves reading two items. I have highlighted
each of those items
in yellow.
Note: This style of "Assignment" is different than the two previous ones (i.e. "Re-spect",
"Inclusion,
Exclusion, and Marginalization"), which involved writing stories about your life
experiences.
This "Assignment" involves reading two sources, and explaining what they mean. (You are
not required to
agree with everything in a reading; you just need to understand it.)
Also, because it involves reading sources, then writing about them, this "Assignment" will
take more time than
the previous two.
Part One: Clarifying what "privilege" is - and is not: an article
Over the past couple of years, beginning with the murder of George Floyd, I've been
involved in a variety of
conversations about "white privilege" (and read/heard many other conversations).
Such conversations are often full of emotions of various kinds - which are important to
listen to and seek to
understand.
Such conversations also contain a whole range of different perspectives on not only about
"white privilege"
means, but about what "privilege" in general means - some perspectives that are (at least
fairly) accurate, and
some perspectives are inaccurate (and often significantly so).
The handout entitled "What Privilege Really Means (And Doesn't Mean)" offers, I believe,
some helpful
perspectives
Please read through this handout, and then answer the following question.
Question: Imagine having a conversation with someone in your life (e.g. a family member, a
friend, a
2. classmate, a co-worker, a member of a faith community to which you may belong) about the
meaning and
impact of "privilege", and what can be done to address it . . . to create more re-spectful
relationships, and more
authentically-inclusive communities/society.
In your own words, explain at least two ideas from the handout that you would try to
communicate with them,
and, for each idea, explain why you chose that idea. (please use a separate paragraph for
each idea - 5
sentences minimum for each idea)
Part Two: Reflecting on the ways that "privilege" functions in our daily lives (some pages
from a
textbook)
This part of the Assignment is focused on a handout entitled "What Privilege looks like in
everyday life
(excerpt from Privilege, Power, and Difference)".
The heading on the first page of the handout is: "What Privilege Looks Like in Everyday
Life", which starts on
the middle of page 26.
The author begins by referring to the work of Peggy McIntosh, stating that:
"privilege shows up in the details of everyday life in almost every social situation" (p. 26)
He then indicates that he is going to provide examples of various kinds of privilege -
specifically, he is going to
focus on examples related to "gender, race, sexual orientation, and disability status". (p. 26)
You may recall from the course syllabus that we will be focusing on issues related to
classism, racism, sexism,
heterosexism, and ableism, so the examples he gives over the next several pages can serve
as an introduction to
four of those topics. (During a class period next week, you will have the opportunity to look
at examples of
classism.)
He states clearly that the examples he will be sharing are not just his opinion; rather, they
are based on
quantitative data (e.g. the use of statistics) and/or qualitative data (e.g. stories of people's
experiences).
He then encourages us, "as [we] read through the list [of examples]", to keep the following
perspectives in
mind:
◼ "Many of these examples of privilege . . . apply to multiple dominant [or, advantaged]
groups, such as
men, whites, and [those who are] nondisabled." He uses the term "intersectional" to refer to
the fact that
while "each form [of privilege] has its own history and dynamics, . . . they are connected to
3. one another
and have much in common." (p.26)
◼ "Each example might vary depending on other characteristics a person has." (p. 27) He
uses the example
of the advantages that someone who is a man might receive in a workplace, but that
someone who is
also white and heterosexually-oriented will likely have a greater amount of advantages than
someone
who, although they are also a man, might have fewer, if any, advantages because they are a
person of
color and/or an LGBT person.
◼ "These examples describe how privilege loads the odds in favor of whole categories of
people", but that
does not mean that they are necessarily true "in every situation and for every individual,
including you."
(p. 27)
Scroll down
Take some time to read through each of the examples on pages 27-31 carefully.
As you read each example, try to think of concrete situations in which the example might
occur - and how the
example might feel to someone who is privileged by it, compared to how it might feel to
someone who is
disadvantaged by it.
Example (from p. 30): People who are male, white, heterosexual, cisgender, or without
disabilities can usually assume that
national heroes, success models, and other figures held up for public admiration will share
their [identity].
Carefully consider: What might it be like to be heterosexually-oriented, and thus be able to
assume that people held up as
role-models by our community/society are also heterosexually oriented? What might it be
like to be an LGBT person, and
rarely, if ever, see people held up as role-models by our community/society who are LGBT
persons?
Question: Answer at least two the following questions, drawing on the examples in the
reading involved in this
"Part" of the Assignment (5 sentences minimum per question)
(Obviously, if you choose a question in which you personally have experiences of such
marginalization/
exclusion, you can respond to that question from personal experience.)
◼ When you reflect on what it might be like to be a person whose gender
identity/expression is other than
man/masculine - who is marginalized/excluded by this list of experiences described in the
text - how do
4. you think a person's life might be affected?
◼ When you reflect on what it might be like to be a person of color who is
marginalized/excluded by this
list of experiences described in the text, how do you think a person's life might be affected?
◼ When you reflect on what it might be like to be an LGBTQ+ person who is
marginalized/excluded by
this list of experiences described in the text, how do you think a person's life might be
affected?
◼ When you reflect on what it might be like to be a person with a disability (either
physically or in terms
of mental health issues) to be marginalized/excluded by this list of experiences described in
the text,
how do you think a person's life might be affected?
Total points for Part One and Part Two: 10 points
Assignment - Exploring the Meaning of "Privilege"
due Saturday, Feb 4th
Note: The directions for this "Assignment" involves reading two items. I have highlighted
each of those items
in yellow.
Note: This style of "Assignment" is different than the two previous ones (i.e. "Re-spect",
"Inclusion,
Exclusion, and Marginalization"), which involved writing stories about your life
experiences.
This "Assignment" involves reading two sources, and explaining what they mean. (You are
not required to
agree with everything in a reading; you just need to understand it.)
Also, because it involves reading sources, then writing about them, this "Assignment" will
take more time than
the previous two.
Part One: Clarifying what "privilege" is - and is not: an article
Over the past couple of years, beginning with the murder of George Floyd, I've been
involved in a variety of
conversations about "white privilege" (and read/heard many other conversations).
Such conversations are often full of emotions of various kinds - which are important to
listen to and seek to
understand.
Such conversations also contain a whole range of different perspectives on not only about
"white privilege"
means, but about what "privilege" in general means - some perspectives that are (at least
fairly) accurate, and
some perspectives are inaccurate (and often significantly so).
The handout entitled "What Privilege Really Means (And Doesn't Mean)" offers, I believe,
some helpful
5. perspectives
Please read through this handout, and then answer the following question.
Question: Imagine having a conversation with someone in your life (e.g. a family member, a
friend, a
classmate, a co-worker, a member of a faith community to which you may belong) about the
meaning and
impact of "privilege", and what can be done to address it . . . to create more re-spectful
relationships, and more
authentically-inclusive communities/society.
In your own words, explain at least two ideas from the handout that you would try to
communicate with them,
and, for each idea, explain why you chose that idea. (please use a separate paragraph for
each idea - 5
sentences minimum for each idea)
Part Two: Reflecting on the ways that "privilege" functions in our daily lives (some pages
from a
textbook)
This part of the Assignment is focused on a handout entitled "What Privilege looks like in
everyday life
(excerpt from Privilege, Power, and Difference)".
The heading on the first page of the handout is: "What Privilege Looks Like in Everyday
Life", which starts on
the middle of page 26.
The author begins by referring to the work of Peggy McIntosh, stating that:
"privilege shows up in the details of everyday life in almost every social situation" (p. 26)
He then indicates that he is going to provide examples of various kinds of privilege -
specifically, he is going to
focus on examples related to "gender, race, sexual orientation, and disability status". (p. 26)
You may recall from the course syllabus that we will be focusing on issues related to
classism, racism, sexism,
heterosexism, and ableism, so the examples he gives over the next several pages can serve
as an introduction to
four of those topics. (During a class period next week, you will have the opportunity to look
at examples of
classism.)
He states clearly that the examples he will be sharing are not just his opinion; rather, they
are based on
quantitative data (e.g. the use of statistics) and/or qualitative data (e.g. stories of people's
experiences).
He then encourages us, "as [we] read through the list [of examples]", to keep the following
perspectives in
mind:
◼ "Many of these examples of privilege . . . apply to multiple dominant [or, advantaged]
6. groups, such as
men, whites, and [those who are] nondisabled." He uses the term "intersectional" to refer to
the fact that
while "each form [of privilege] has its own history and dynamics, . . . they are connected to
one another
and have much in common." (p.26)
◼ "Each example might vary depending on other characteristics a person has." (p. 27) He
uses the example
of the advantages that someone who is a man might receive in a workplace, but that
someone who is
also white and heterosexually-oriented will likely have a greater amount of advantages than
someone
who, although they are also a man, might have fewer, if any, advantages because they are a
person of
color and/or an LGBT person.
◼ "These examples describe how privilege loads the odds in favor of whole categories of
people", but that
does not mean that they are necessarily true "in every situation and for every individual,
including you."
(p. 27)
Scroll down
Take some time to read through each of the examples on pages 27-31 carefully.
As you read each example, try to think of concrete situations in which the example might
occur - and how the
example might feel to someone who is privileged by it, compared to how it might feel to
someone who is
disadvantaged by it.
Example (from p. 30): People who are male, white, heterosexual, cisgender, or without
disabilities can usually assume that
national heroes, success models, and other figures held up for public admiration will share
their [identity].
Carefully consider: What might it be like to be heterosexually-oriented, and thus be able to
assume that people held up as
role-models by our community/society are also heterosexually oriented? What might it be
like to be an LGBT person, and
rarely, if ever, see people held up as role-models by our community/society who are LGBT
persons?
Question: Answer at least two the following questions, drawing on the examples in the
reading involved in this
"Part" of the Assignment (5 sentences minimum per question)
(Obviously, if you choose a question in which you personally have experiences of such
marginalization/
exclusion, you can respond to that question from personal experience.)
7. ◼ When you reflect on what it might be like to be a person whose gender
identity/expression is other than
man/masculine - who is marginalized/excluded by this list of experiences described in the
text - how do
you think a person's life might be affected?
◼ When you reflect on what it might be like to be a person of color who is
marginalized/excluded by this
list of experiences described in the text, how do you think a person's life might be affected?
◼ When you reflect on what it might be like to be an LGBTQ+ person who is
marginalized/excluded by
this list of experiences described in the text, how do you think a person's life might be
affected?
◼ When you reflect on what it might be like to be a person with a disability (either
physically or in terms
of mental health issues) to be marginalized/excluded by this list of experiences described in
the text,
how do you think a person's life might be affected?
Total points for Part One and Part Two: 10 points
Reference:
What Privilege Really Means (And Doesn't Mean)
Excerpted and adapted from an article entitled:
"What Privilege Really Means (And Doesn't Mean) - To Clear Up Your Doubts Once and For
All
https://everydayfeminism.com/2015/07/what-privilege-really-means/
July 21, 2015 / Maisha Z. Johnson
Introduction
Have you read/heard, or even had conversations, about "privilege"?
How have you responded when the form of privilege being discussed is a form of privilege
that you have access
to?
Have you thought that "having privilege means that you're a bad person . . .
. . . or that you haven't had struggles . . .
. . . or that you haven't worked hard for what you have? . . .
Having privilege does not mean any of those things.
Unfortunately, common misconceptions about privilege are so widespread that they
frequently shut down our
opportunities to understand and be accountable for our part in society's injustice.
Some people say that [we] shouldn't even use the word "privilege" because [it makes people
feel
uncomfortable. It can] immediately shuts down conversations with [others] who feel guilty,
blamed, or even
attacked at the mere mention of the word.
But talking about privilege isn't supposed to be comfortable.
8. In fact, that discomfort you feel can help [us] be aware of inequality and check [ourselves]
when [we're]
supporting it.
We'll never be able to change the everyday ways we all contribute to injustice if we can't
talk about [the forms
of privilege we have] - if we automatically reject the idea that it exists because we don't
understand it. . . .
I bet if we examine the discomfort instead of avoiding it, we'll find that [at least] some of the
uneasiness
[we] feel actually comes from some mistaken ideas about what privilege is and isn't. . . .
Here [are some key perspectives about] what having privilege means and doesn't mean."
Important Note: While a significant portion of this article is focused on the ways in which
"privilege" is
harmful, there are also some key points about:
n (highlighted in blue) how our relationships, communities, and society can be better . . .
how they can
enable all of us not only to survive, but to thrive
n (highlighted in purple) how each of us can act to participate in the process of creating that
better way of
living
"1. Having Privilege Doesn't Mean You're a Bad Person
. . . When someone says you have privilege, it can feel like they're accusing you of
deliberately taking
[resources and opportunities] from oppressed groups.
And if you're making an effort to actively fight oppression, it [can] feel even worse - [as if]
you're trying your
best, but people are still accusing you of doing something wrong.
But having privilege isn't about deliberately demanding something - it's just about the
circumstances of
your life that give you benefits you never asked for.
For instance, I have privilege as a temporarily able-bodied person. I don't want to live in a
world where I get
accommodations that disabled people don't have access to, but the truth is that I do.
That's not my fault. But I recognize that I benefit from it and I should do something about it,
because everyone
deserves access to basic resources [and opportunities]. . . .
[In order to learn how to participate in working for everyone to have access to such
resources and
opportunities], I can't just focus all the attention on my own guilt - I have to help center* the
voices of
people [with disabilities] who spread knowledge about how [all of us] can do better. The
liberation [of
people with disabilities] is what disability rights are all about."
9. * the phrase "center the voices" is used as a reminder that, whenever exploring how to
address an issue of
privilege and oppression, it's important for those of us who have that particular form of
privilege to recognize and
support the capacity of those of us who are oppressed by it to play a central, even
leadership, role in creating the
solutions - in other words, to "act-with" people who experience the oppression, rather than
to "do-for" them
"2. Having Privilege Means There's a Whole System at Work
Privilege is not about individuals being bad people, but it is about entire systems, [made up
of "structural
factors"], that favor some groups and put down others.
These systems - like ableism, white supremacy, and classism - get structural support from
laws, the media, and
policies that affect our lives every day. Most of us aren't taught that these systems, [made up
of "structural
factors"], are such an influential part of how the world works.
We [are socialized in this US society to believe] that everyone can work hard to earn
rewards, pull themselves
up by their bootstraps to gain wealth, and be a decent person to get respect.
So finding out that your privilege gives you a head start in achieving these things can be
shocking - [like
the video about the students throwing balls of paper into the waste basket]. It challenges
what you've
always thought to be true.
That's why, to a certain extent, it makes sense that you haven't always been aware of your
privilege, and even
that it's hard to get used to the idea of having it.
[If I have able-bodied privilege], I'm not required to be aware of ableism, or even how I
participate in it, in
order to survive - which is part of my able-bodied privilege. I can do things like find housing
that
accommodates my physical needs without worrying about potential landlords
discriminating against my ability.
But thanks to the hard work of [people working for the inclusion of people with disabilities],
I know that the
system of ableism exists - so if I don't commit to learning about and intentionally avoiding it,
then I'm
probably unintentionally causing harm.
3. Having Privilege Doesn't Mean You Haven't Experienced Oppression in Other Ways
"I don't feel privileged."
I've heard this time and time again from people learning about their privilege. And actually,
I believe it.
10. Because we're not taught to be aware of our privilege (keeping us in the dark is part of what
keeps those
oppressive systems in place), and because there are all kinds of systems of oppression
working against all of us.
So having one type of privilege doesn't mean you're not oppressed in other ways.
Many poor white folks who learn about white privilege, for example, resist the idea -
because they've struggled
financially, which makes life really hard. It's difficult to grasp how you could've possibly
benefited from
privilege when all you've known is struggle.
Your white privilege doesn't erase those struggles.
Just like white supremacy is a system that hurts people of color, classism is a very real
system that affects poor
white people's lives in very real ways.
So if you're poor and white, it's true that you don't enjoy as many benefits as wealthy white
people do. Unlike
someone who can easily buy food, you might be so desperate to feed your family that you
risk something illegal
like robbing a store.
But that doesn't mean you don't have white privilege - like a smaller chance of being
arrested, incarcerated, or
killed for taking such a risk.
4. Privilege Can Come in More Than One Form - And So Can Oppression
For many people, oppression shows up in more than one form.
For instance, every poor person faces barriers when they're trying to find work, such as the
inability to afford
the clothes required to fit into a "professional" work environment.
But a poor person of color also has to deal with racial discrimination that makes a potential
employer more
likely to call a white applicant back than to give them a chance. A poor woman also faces
workplace
sexism that has potential employers judge her as less competent and less hirable than a
man.
That doesn't mean a poor white man would necessarily have an easy time finding work -
because he still has to
deal with classism. And he could face other identity-based discrimination too, like ableism . .
. or homophobia.
But systems of oppression don't work in isolation. They work together* . . .
So for a poor Black woman looking for a job, classism, racism, and sexism all work together
against her."
* when we recognize that systems of oppression "work together" - that someone who
experiences one form of
oppression (say, racism) may also experience another form of oppression (say,
11. experiencing poverty), or that
someone who experiences a form of oppression (say, racism) may also experience a
different form of privilege
(say, having significant wealth) - we are recognizing what is referred to as
"intersectionality"
"[5]. Having Privilege Doesn't Mean You Didn't Work Hard or You Should Feel Bad About
Your Good
Fortune
Say you're a man who's been successful in a competitive STEM field. You're happy with the
money and
recognition you've earned, feeling proud of your hard work, and then somebody tells you
that your male
privilege has helped you get to where you are today.
You cringe at the implications - are they saying you haven't worked hard for what you have?
Or that you
should feel guilty about your good fortune?
No. It's true that sexist ideas discourage girls and women from STEM subjects, giving you
more access to your
field than a woman has.
But that doesn't mean that you don't deserve your success. It means that everyone deserves
the access you
have, regardless of gender.
Nobody should be discouraged or excluded from any field because of who they are.
[6.] Having Privilege Means A Lot of People Can't Access What You Have, No Matter How
Hard They
Work
Of course, it takes hard work to gain success in any field, no matter who you are.
But for some people, systems of oppression keep success out of reach even if they do work
hard.
People who society treats as feminine, for instance, get messages throughout their lives
telling them they're not
smart enough or good enough at math and science for STEM careers.
If they can overcome those messages to pursue STEM careers, they still face a culture [that
discriminates
against and oppresses women], devalu[ing] their skills, and treats them as less capable and
less intelligent than
people treated as masculine.
Some [people] dismiss the idea of privilege by pointing to exceptions to the rule.
For example, LaNell Williams [a black woman] recently graduated with a bachelors degree
in physics, and
she'll begin a masters/PhD program in the fall. As a Black woman, she's pushed through
both sexist and racist
barriers that keep women and people of color out of physics. So she's proving that it's
12. possible for a Black
woman to succeed.
But consider the context: In 39 years, US physics doctorates went to 66 African-American
women - and 22,172
white men. Williams is quite an exception.
Clearly, it's not only hard work that determines your chances of getting one of those
doctorates.
The circumstance of being a white man helps, too. And everyone deserves an equal chance.
[7]. Having Privilege Doesn't Mean You're Not a Unique Individual
Do you ever feel like someone's making a generalization about you when they say you have
privilege?
. . . . Talking about white privilege, as if every white person has the same experience, looks
like painting a lot
of people with a broad brush.
If you're a white ally* who does your best to avoid being racist, for instance, you might feel a
little insulted
about being grouped in with an overtly racist white person who has the same white
privilege that you do."
* the term "ally" refers to someone who has a form of privilege that is working-with (not
just doing-for) people
who are oppressed by that form of privilege to create a more inclusive community/society
Having privilege doesn't erase your individuality.
There are white people who are well aware of their privilege, and working actively to be
accountable to it.
There are white people who have no idea what the term "privilege" means. There are white
people who know
about it and actively reject the idea in favor of racist views.
All have white privilege. But that doesn't mean they're all the same.
[8]. Pointing Out Privilege Doesn't Mean Hating On the People Who Have It
[As an example, realize that] pointing out male privilege and advocating for gender equality
isn't about
trying to bring men down.
Bringing attention to the (often invisible) ways that men get respect simply because they're
men helps us realize
that the opposite is true: Women often don't get respect simply because we're women.
You certainly don't have to hate men to believe that people of all genders deserve respect.
[9]. Pointing Out Privilege Means Supporting the Privileged Group to Be Fully Human
In general, having privilege seems like a pretty sweet ride - getting access to unearned
benefits is a really good
deal.
But in the end, the systems upholding privilege hurt all of us, including dominant groups.
This is another reason that pointing out male privilege is quite the opposite of hating men:
Gender
13. equality means everyone, including men, gets the support they need.
To access the benefits of male privilege, men have to conform to a toxic ideal of masculinity.
They're
surrounded by messages like "men don't cry" and "man up," setting them up with damaging
expectations.
The truth is, nobody fits perfectly into the gender role society demands for them. The idea
that we have to fit
gender norms in order to be valuable harms all of us, even men with privilege.
Getting rid of these toxic ideas about gender would help everyone flourish as their true
selves, free from
society's rigid rules.
[10]. Having Privilege Doesn't Mean There's Nothing You Can Do About It
Guilt is a feeling that can leave you without taking action.
Recognizing your privilege can bring up hopelessness, the sense that there's nothing you
can do about it.
But if you're a white ally and people of color call on you to recognize your privilege, they're
saying that
there is something you can do about it. You don't have to just simmer in your white guilt. . . .
Instead of guilt, you can respond to your privilege with [compassion].
Learn what it would take for everyone to have the access you have and do your part to make
it happen.
[11]. Having Privilege Means You Have a Choice About What to Do with It
. . . [When I am marginalized/excluded by some form of "privilege" - such as if I have either a
physical or
psychological form of disability] -- I don't have a choice about whether I want to face [the
oppression of
"ableism" or not].
When it comes to the ways [you or] I have privilege, on the other hand, I do have a choice in
the matter.
And you do, too.
You [or I can] look away, enjoy the benefits of [our] privilege and ignore the inequalities
that harm people who
aren't like [us].
Or [we] can step up to the responsibility of using [our] privilege for good.
[We] can
n support policies that give everyone access to the resources they need and deserve
n center the voices of people who are marginalized in multiple ways, so they can lead [the]
movements to
[address] the roots of the structural oppression that harms us all.
[Conclusion]
[So I invite you to] embrace the uncomfortable realities of what it really mean to have
privilege. That's
the [compassion] that can help fuel the fire for the change that will, in the end, benefit all of
14. us.
This is hard work - and just like having privilege doesn't mean your life has been easy, I'm
not going to say
that navigating your privilege will be easy.
But here's one thing I know about [each one of us]: as a human being, [we have] struggled
[in various
ways], just like every other human has struggled. . . .
So I know you can face hard truths. With what you know about your privilege, you can make
an effort to
thoughtfully navigate your position in the world without causing harm.
Do this with compassion for yourself, and empathy for others, and you'll be well on your
way to making the
best possible impact on your own life and on the world around you.