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The document discusses how to promote respect among people from different cultures living together. It recommends getting to know people from other countries to learn about their cultures instead of just interacting with people from one's own country. Embracing cultural differences and avoiding rude comments or jokes that could be offensive are also suggested as ways to avoid discrimination and build understanding.
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Recommended
10 Suggestions for Combating Racism
10 very useful suggestions that parents, educators, and all concerned citizens can utilize in dealing with racism.
From Race Talk and the Conspiracy of Silence by Dr. Derald Wing Sue. Learn more: http://bit.ly/1xZs1tm
Swk1003 volunteering: oppression and isms
Handedness demonstrates concepts related to privilege and oppression: While right-handedness is considered normal, left-handedness has been viewed as deviant. Left-handed people often internalize negative perceptions and change behaviors to fit into a right-handed world. Right-handed people receive unconscious benefits and privileges. Internalized oppression occurs when oppressed groups believe and act on negative stereotypes about themselves, often competing/criticizing their own group. Overcoming oppression involves celebrating one's culture, confronting injustice, and pointing out internalized oppression in groups to change behaviors.
Friendship
This document discusses the benefits of friendship, types of friendships, and qualities of good friendships. It also provides tips for making and maintaining friendships, such as sharing interests, being reliable, giving space, compromising, and treating others with respect. The key message is that to have a friend, one must also be a friend by applying the golden rule.
CCU_Relationship and Acquaintances
This document defines and compares friends and acquaintances. A friend is defined as someone you know and like who is not family, while an acquaintance is someone you know slightly but who is not a close friend. Key differences are that friends share a deeper level of interaction and communication, support each other's interests, help each other, and know intimate details about each other, whereas acquaintances interact superficially and do not often spend time together or feel obligated to help each other. Friendliness refers to polite behavior like smiling, whereas friendship requires trust and mutual liking between parties.
2014 year 9 intro presentation
The document provides information and questions for cultural and religious presentations. It asks for attendees' names, ages, schools, interests, religions, where they and their families are from. It discusses presenting on topics like multiculturalism in Australia and reasons for racist attitudes. It provides suggestions for how to respond to racist behavior, such as speaking up if safe, reporting it online or to authorities, or supporting the target of abuse.
White Unpacking the Invisible Knapsack I was taught.pdf
Peggy McIntosh discusses the concept of white privilege through her own experiences as a white woman. She realized that as a white person, she was taught about racism as disadvantaging others but not about the invisible systems that confer dominance and advantage to white people. She provides 25 examples of daily effects of white privilege that she was able to take for granted but people of color could not, such as being able to buy skin-care products that match her skin tone or being able to criticize the government without being seen as a cultural outsider. She argues that acknowledging and addressing white privilege is necessary to dismantle systems of racial dominance and create a just society with equality for all.
Sticky Situations in Interracial Dating
1) Interracial relationships face challenges from societal prejudice and the need to deal with opposing family members and neighbors.
2) When facing opposition, it is important to communicate respectfully with family about your feelings for your partner and stand up for your relationship. It is also best to ignore unrelated people who stare or use non-verbal aggression.
3) Rather than ignore cultural and ethnic differences in an interracial relationship, partners should get to know, appreciate, and celebrate their differences while avoiding extreme or hurtful discussions about sensitive topics.
1. Briefly discuss either prejudice or racism and give an example fr.pdf
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 .
Recommended
10 Suggestions for Combating Racism
10 very useful suggestions that parents, educators, and all concerned citizens can utilize in dealing with racism.
From Race Talk and the Conspiracy of Silence by Dr. Derald Wing Sue. Learn more: http://bit.ly/1xZs1tm
Swk1003 volunteering: oppression and isms
Handedness demonstrates concepts related to privilege and oppression: While right-handedness is considered normal, left-handedness has been viewed as deviant. Left-handed people often internalize negative perceptions and change behaviors to fit into a right-handed world. Right-handed people receive unconscious benefits and privileges. Internalized oppression occurs when oppressed groups believe and act on negative stereotypes about themselves, often competing/criticizing their own group. Overcoming oppression involves celebrating one's culture, confronting injustice, and pointing out internalized oppression in groups to change behaviors.
Friendship
This document discusses the benefits of friendship, types of friendships, and qualities of good friendships. It also provides tips for making and maintaining friendships, such as sharing interests, being reliable, giving space, compromising, and treating others with respect. The key message is that to have a friend, one must also be a friend by applying the golden rule.
CCU_Relationship and Acquaintances
This document defines and compares friends and acquaintances. A friend is defined as someone you know and like who is not family, while an acquaintance is someone you know slightly but who is not a close friend. Key differences are that friends share a deeper level of interaction and communication, support each other's interests, help each other, and know intimate details about each other, whereas acquaintances interact superficially and do not often spend time together or feel obligated to help each other. Friendliness refers to polite behavior like smiling, whereas friendship requires trust and mutual liking between parties.
2014 year 9 intro presentation
The document provides information and questions for cultural and religious presentations. It asks for attendees' names, ages, schools, interests, religions, where they and their families are from. It discusses presenting on topics like multiculturalism in Australia and reasons for racist attitudes. It provides suggestions for how to respond to racist behavior, such as speaking up if safe, reporting it online or to authorities, or supporting the target of abuse.
White Unpacking the Invisible Knapsack I was taught.pdf
Peggy McIntosh discusses the concept of white privilege through her own experiences as a white woman. She realized that as a white person, she was taught about racism as disadvantaging others but not about the invisible systems that confer dominance and advantage to white people. She provides 25 examples of daily effects of white privilege that she was able to take for granted but people of color could not, such as being able to buy skin-care products that match her skin tone or being able to criticize the government without being seen as a cultural outsider. She argues that acknowledging and addressing white privilege is necessary to dismantle systems of racial dominance and create a just society with equality for all.
Sticky Situations in Interracial Dating
1) Interracial relationships face challenges from societal prejudice and the need to deal with opposing family members and neighbors.
2) When facing opposition, it is important to communicate respectfully with family about your feelings for your partner and stand up for your relationship. It is also best to ignore unrelated people who stare or use non-verbal aggression.
3) Rather than ignore cultural and ethnic differences in an interracial relationship, partners should get to know, appreciate, and celebrate their differences while avoiding extreme or hurtful discussions about sensitive topics.
1. Briefly discuss either prejudice or racism and give an example fr.pdf
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 .
White Privilege Unpacking the Invisible Backpack by Pegg.docx
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.docx
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.docx
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.docx
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 ...
Column IColumn IIColumn IIIColumn IVColumn VInherited.docx
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 IColumn IIColumn IIIColumn IVColumn VInherited.docx
This document is a reading response to the essay "White Privilege: Unpacking the Invisible Knapsack" by Peggy McIntosh. The respondent provides brief responses to prompts about key concepts from the essay, including definitions of white privilege, unearned advantage, and conferred dominance. The respondent also reflects on systems of dominance and how privilege is culturally reinforced.
Column IColumn IIColumn IIIColumn IVColumn VInherited.docx
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.
Radar flashcards: racism quotations
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This document discusses ways for students to benefit from diversity on their college campus. It encourages students to acknowledge their own uniqueness, consider their own stereotypes, and take initiative in social interactions with diverse individuals. The document provides tips for developing cultural sensitivity, taking advantage of campus diversity opportunities, and working through potential conflicts. It also stresses the importance of taking a stand against prejudice and hate by speaking up about inappropriate comments, reporting incidents, and supporting diversity initiatives.
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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 KnapsackBy Peggy Mc.docx
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 .
Prejudice Essay Examples
Two Examples Of Prejudice
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Social identity paper
This document is a social identity paper written by Jacqueline Benitez-Alfaro. It discusses her social identity as a Catholic, Hispanic female from a lower middle-class family. She views her identity positively but acknowledges it can be seen negatively depending on the situation or location. She then interviews a white, male friend about his social identity and insights he gained. Both discuss how their identities influence interactions and when they are more or less likely to behave in certain ways due to their identities.
Stereotyping Stereotypes
The document discusses stereotyping and how it is a problem in society, specifically in the
workplace. It defines stereotyping as generalizing individuals based on their membership in a social
category rather than seeing them as individuals. Stereotypes are used to simplify the complex
information in the social world by categorizing people. While stereotypes can be positive or
negative, they impact social interactions and perceptions of others. The document questions how
stereotypes can be helpful or harmful to individuals and organizational goals and productivity.
Eat your shit method of emotional tratament free version
ANXIETY, DEPRESSION, STRESS DISORDERS AND POST TRAUMATIC TROUBLE. ITS A PERSONAL OR ALTERNATIVE METHOD, I WAS A POLICE OFFICER AND PROSECUTOR OF THE STATE AND I HAVE THIS DISORDER AND ITS WORKS TO ME...
What is prejudice
Prejudice refers to prejudging someone or forming an opinion about them before knowing the relevant facts, usually in a negative way based on their group memberships. Stereotypes simplify our social world by reducing people to overgeneralized ideas about their group but can lead to prejudice when we assume certain characteristics of individuals based on their perceived group. Common types of prejudice include those based on gender, ethnicity/race, class, age, sexual orientation, disability, and more. It is important to be aware of our own prejudices and stereotypical thinking in order to prevent discrimination.
Overview of the Global Peatlands Assessment
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ENVIRONMENT~ Renewable Energy Sources and their future prospects.
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White Privilege Unpacking the Invisible Backpack by Pegg.docx
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.docx
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.docx
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.docx
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 ...
Column IColumn IIColumn IIIColumn IVColumn VInherited.docx
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 IColumn IIColumn IIIColumn IVColumn VInherited.docx
This document is a reading response to the essay "White Privilege: Unpacking the Invisible Knapsack" by Peggy McIntosh. The respondent provides brief responses to prompts about key concepts from the essay, including definitions of white privilege, unearned advantage, and conferred dominance. The respondent also reflects on systems of dominance and how privilege is culturally reinforced.
Column IColumn IIColumn IIIColumn IVColumn VInherited.docx
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.
Radar flashcards: racism quotations
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This document discusses ways for students to benefit from diversity on their college campus. It encourages students to acknowledge their own uniqueness, consider their own stereotypes, and take initiative in social interactions with diverse individuals. The document provides tips for developing cultural sensitivity, taking advantage of campus diversity opportunities, and working through potential conflicts. It also stresses the importance of taking a stand against prejudice and hate by speaking up about inappropriate comments, reporting incidents, and supporting diversity initiatives.
Why Humans Don't Manifest Perfection Like They Naturally Should and as All Na...
God-in-action, the Creator, gives us the impulse to keep progressing so that It would manifest ever more perfectly through us.
But most people misinterpret these impulses because their awareness is focused on the lowest chakras.
Being filtered through these chakras of selfishness, Divine impulses become distorted, sometimes to...
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This webinar will help adoptees begin to navigate the conversations around race and how this may intersect with adoption
Chapter Nine: Diversity and Communication
Cultural competence is the ability to interact effectively with people from different cultures. It can be developed by valuing diversity, respecting different cultures, and avoiding stereotypes. Effective communication involves focusing on facts, adapting styles to different listeners or generations, understanding body language, and giving/receiving criticism constructively. Strong personal relationships are built on emotional intelligence, resolving tensions, managing conflicts wisely, and prioritizing one's own happiness and safety.
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Chapter 12 Coping and Support in Late Adulthood I. Coping.docx
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 KnapsackBy Peggy Mc.docx
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 .
Prejudice Essay Examples
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Social identity paper
This document is a social identity paper written by Jacqueline Benitez-Alfaro. It discusses her social identity as a Catholic, Hispanic female from a lower middle-class family. She views her identity positively but acknowledges it can be seen negatively depending on the situation or location. She then interviews a white, male friend about his social identity and insights he gained. Both discuss how their identities influence interactions and when they are more or less likely to behave in certain ways due to their identities.
Stereotyping Stereotypes
The document discusses stereotyping and how it is a problem in society, specifically in the
workplace. It defines stereotyping as generalizing individuals based on their membership in a social
category rather than seeing them as individuals. Stereotypes are used to simplify the complex
information in the social world by categorizing people. While stereotypes can be positive or
negative, they impact social interactions and perceptions of others. The document questions how
stereotypes can be helpful or harmful to individuals and organizational goals and productivity.
Eat your shit method of emotional tratament free version
ANXIETY, DEPRESSION, STRESS DISORDERS AND POST TRAUMATIC TROUBLE. ITS A PERSONAL OR ALTERNATIVE METHOD, I WAS A POLICE OFFICER AND PROSECUTOR OF THE STATE AND I HAVE THIS DISORDER AND ITS WORKS TO ME...
What is prejudice
Prejudice refers to prejudging someone or forming an opinion about them before knowing the relevant facts, usually in a negative way based on their group memberships. Stereotypes simplify our social world by reducing people to overgeneralized ideas about their group but can lead to prejudice when we assume certain characteristics of individuals based on their perceived group. Common types of prejudice include those based on gender, ethnicity/race, class, age, sexual orientation, disability, and more. It is important to be aware of our own prejudices and stereotypical thinking in order to prevent discrimination.
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Overview of the Global Peatlands Assessment
Presented by Patrick Scheel at GLF Peatlands 2024 - The Global Peatlands Assessment: Mapping, Policy, and Action
ENVIRONMENT~ Renewable Energy Sources and their future prospects.
This presentation is for us to know that how our Environment need Attention for protection of our natural resources which are depleted day by day that's why we need to take time and shift our attention to renewable energy sources instead of non-renewable sources which are better and Eco-friendly for our environment. these renewable energy sources are so helpful for our planet and for every living organism which depends on environment.
在线办理(lboro毕业证书)拉夫堡大学毕业证学历证书一模一样
学校原件一模一样【微信：741003700 】《(lboro毕业证书)拉夫堡大学毕业证学历证书》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Global Peatlands Map and Hotspot Explanation Atlas
Presented by Alexandra Barthelmes at GLF Peatlands 2024 - The Global Peatlands Assessment: Mapping, Policy, and Action
Epcon is One of the World's leading Manufacturing Companies.
Epcon is One of the World's leading Manufacturing Companies. With over 4000 installations worldwide, EPCON has been pioneering new techniques since 1977 that have become industry standards now. Founded in 1977, Epcon has grown from a one-man operation to a global leader in developing and manufacturing innovative air pollution control technology and industrial heating equipment.
Kinetic studies on malachite green dye adsorption from aqueous solutions by A...
Kinetic studies on malachite green dye adsorption from aqueous solutions by A...Open Access Research Paper
Water polluted by dyestuffs compounds is a global threat to health and the environment; accordingly, we prepared a green novel sorbent chemical and Physical system from an algae, chitosan and chitosan nanoparticle and impregnated with algae with chitosan nanocomposite for the sorption of Malachite green dye from water. The algae with chitosan nanocomposite by a simple method and used as a recyclable and effective adsorbent for the removal of malachite green dye from aqueous solutions. Algae, chitosan, chitosan nanoparticle and algae with chitosan nanocomposite were characterized using different physicochemical methods. The functional groups and chemical compounds found in algae, chitosan, chitosan algae, chitosan nanoparticle, and chitosan nanoparticle with algae were identified using FTIR, SEM, and TGADTA/DTG techniques. The optimal adsorption conditions, different dosages, pH and Temperature the amount of algae with chitosan nanocomposite were determined. At optimized conditions and the batch equilibrium studies more than 99% of the dye was removed. The adsorption process data matched well kinetics showed that the reaction order for dye varied with pseudo-first order and pseudo-second order. Furthermore, the maximum adsorption capacity of the algae with chitosan nanocomposite toward malachite green dye reached as high as 15.5mg/g, respectively. Finally, multiple times reusing of algae with chitosan nanocomposite and removing dye from a real wastewater has made it a promising and attractive option for further practical applications.
Climate Change All over the World .pptx
Climate change refers to significant and lasting changes in the average weather patterns over periods ranging from decades to millions of years. It encompasses both global warming driven by human emissions of greenhouse gases and the resulting large-scale shifts in weather patterns. While climate change is a natural phenomenon, human activities, particularly since the Industrial Revolution, have accelerated its pace and intensity
Microbial characterisation and identification, and potability of River Kuywa ...
Microbial characterisation and identification, and potability of River Kuywa ...Open Access Research Paper
Water contamination is one of the major causes of water borne diseases worldwide. In Kenya, approximately 43% of people lack access to potable water due to human contamination. River Kuywa water is currently experiencing contamination due to human activities. Its water is widely used for domestic, agricultural, industrial and recreational purposes. This study aimed at characterizing bacteria and fungi in river Kuywa water. Water samples were randomly collected from four sites of the river: site A (Matisi), site B (Ngwelo), site C (Nzoia water pump) and site D (Chalicha), during the dry season (January-March 2018) and wet season (April-July 2018) and were transported to Maseno University Microbiology and plant pathology laboratory for analysis. The characterization and identification of bacteria and fungi were carried out using standard microbiological techniques. Nine bacterial genera and three fungi were identified from Kuywa river water. Clostridium spp., Staphylococcus spp., Enterobacter spp., Streptococcus spp., E. coli, Klebsiella spp., Shigella spp., Proteus spp. and Salmonella spp. Fungi were Fusarium oxysporum, Aspergillus flavus complex and Penicillium species. Wet season recorded highest bacterial and fungal counts (6.61-7.66 and 3.83-6.75cfu/ml) respectively. The results indicated that the river Kuywa water is polluted and therefore unsafe for human consumption before treatment. It is therefore recommended that the communities to ensure that they boil water especially for drinking.
Peatland Management in Indonesia, Science to Policy and Knowledge Education
Peatland Management in Indonesia, Science to Policy and Knowledge EducationGlobal Landscapes Forum (GLF)
Presented by Feri Johana at GLF Peatlands 2024 - 360 Degree Approach to Improving Capacity of Multiple Stakeholders to Manage Peatland SustainablyEvolving Lifecycles with High Resolution Site Characterization (HRSC) and 3-D...
The incorporation of a 3DCSM and completion of HRSC provided a tool for enhanced, data-driven, decisions to support a change in remediation closure strategies. Currently, an approved pilot study has been obtained to shut-down the remediation systems (ISCO, P&T) and conduct a hydraulic study under non-pumping conditions. A separate micro-biological bench scale treatability study was competed that yielded positive results for an emerging innovative technology. As a result, a field pilot study has commenced with results expected in nine-twelve months. With the results of the hydraulic study, field pilot studies and an updated risk assessment leading site monitoring optimization cost lifecycle savings upwards of $15MM towards an alternatively evolved best available technology remediation closure strategy.
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Presented by Jan Peters at GLF Peatlands 2024 - The Global Peatlands Assessment: Mapping, Policy, and ActionPeatlands of Latin America and the Caribbean
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Improving the viability of probiotics by encapsulation methods for developmen...
Improving the viability of probiotics by encapsulation methods for developmen...Open Access Research Paper
The popularity of functional foods among scientists and common people has been increasing day by day. Awareness and modernization make the consumer think better regarding food and nutrition. Now a day’s individual knows very well about the relation between food consumption and disease prevalence. Humans have a diversity of microbes in the gut that together form the gut microflora. Probiotics are the health-promoting live microbial cells improve host health through gut and brain connection and fighting against harmful bacteria. Bifidobacterium and Lactobacillus are the two bacterial genera which are considered to be probiotic. These good bacteria are facing challenges of viability. There are so many factors such as sensitivity to heat, pH, acidity, osmotic effect, mechanical shear, chemical components, freezing and storage time as well which affects the viability of probiotics in the dairy food matrix as well as in the gut. Multiple efforts have been done in the past and ongoing in present for these beneficial microbial population stability until their destination in the gut. One of a useful technique known as microencapsulation makes the probiotic effective in the diversified conditions and maintain these microbe’s community to the optimum level for achieving targeted benefits. Dairy products are found to be an ideal vehicle for probiotic incorporation. It has been seen that the encapsulated microbial cells show higher viability than the free cells in different processing and storage conditions as well as against bile salts in the gut. They make the food functional when incorporated, without affecting the product sensory characteristics.
Wildlife-AnIntroduction.pdf so that you know more about our environment
All about wildlife, if you are fond of animals and wildlife then do follow us for more content like this
原版制作(Newcastle毕业证书)纽卡斯尔大学毕业证在读证明一模一样
学校原件一模一样【微信：741003700 】《(Newcastle毕业证书)纽卡斯尔大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
一比一原版(UMTC毕业证书)明尼苏达大学双城分校毕业证如何办理
原件一模一样【微信：6496090】【(UMTC毕业证书)明尼苏达大学双城分校毕业证成绩单学位证】【微信：6496090】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
◆◆◆◆◆ — — — — — — — — 【留学教育】留学归国服务中心 — — — — — -◆◆◆◆◆
【主营项目】
一.毕业证【微信：6496090】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【微信：6496090】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分→ 【关于价格问题（保证一手价格）
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
学历顾问：微信：6496090
How about Huawei mobile phone-www.cfye-commerce.shop
How about Huawei mobile phone-www.cfye-commerce.shop
Optimizing Post Remediation Groundwater Performance with Enhanced Microbiolog...
Results of geophysics and pneumatic injection pilot tests during 2003 – 2007 yielded significant positive results for injection delivery design and contaminant mass treatment, resulting in permanent shut-down of an existing groundwater Pump & Treat system.
Accessible source areas were subsequently removed (2011) by soil excavation and treated with the placement of Emulsified Vegetable Oil EVO and zero-valent iron ZVI to accelerate treatment of impacted groundwater in overburden and weathered fractured bedrock. Post pilot test and post remediation groundwater monitoring has included analyses of CVOCs, organic fatty acids, dissolved gases and QuantArray® -Chlor to quantify key microorganisms (e.g., Dehalococcoides, Dehalobacter, etc.) and functional genes (e.g., vinyl chloride reductase, methane monooxygenase, etc.) to assess potential for reductive dechlorination and aerobic cometabolism of CVOCs.
In 2022, the first commercial application of MetaArray™ was performed at the site. MetaArray™ utilizes statistical analysis, such as principal component analysis and multivariate analysis to provide evidence that reductive dechlorination is active or even that it is slowing. This creates actionable data allowing users to save money by making important site management decisions earlier.
The results of the MetaArray™ analysis’ support vector machine (SVM) identified groundwater monitoring wells with a 80% confidence that were characterized as either Limited for Reductive Decholorination or had a High Reductive Reduction Dechlorination potential. The results of MetaArray™ will be used to further optimize the site’s post remediation monitoring program for monitored natural attenuation.
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ENVIRONMENT~ Renewable Energy Sources and their future prospects.
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Global Peatlands Map and Hotspot Explanation Atlas
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Epcon is One of the World's leading Manufacturing Companies.
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Kinetic studies on malachite green dye adsorption from aqueous solutions by A...
Kinetic studies on malachite green dye adsorption from aqueous solutions by A...
Microbial characterisation and identification, and potability of River Kuywa ...
Microbial characterisation and identification, and potability of River Kuywa ...
Peatland Management in Indonesia, Science to Policy and Knowledge Education
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Evolving Lifecycles with High Resolution Site Characterization (HRSC) and 3-D...
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Improving the viability of probiotics by encapsulation methods for developmen...
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Wildlife-AnIntroduction.pdf so that you know more about our environment
Wildlife-AnIntroduction.pdf so that you know more about our environment
How about Huawei mobile phone-www.cfye-commerce.shop
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Optimizing Post Remediation Groundwater Performance with Enhanced Microbiolog...
Optimizing Post Remediation Groundwater Performance with Enhanced Microbiolog...
How to help NOW
- 1. How can we start to help from NOW By Katia Morales
- 2. Living in a place with so many different cultures can be challenging, specially talking about respect
- 3. Naturally people is drawn to others that are like themselves, but, if you befriend just people of your country problems of racism and discrimination arise.
- 4. How can we avoid to fall in that behavior?
- 5. Get out of your comfort zone and get to know someone new, preferably from a different country than yours
- 6. Learn from their culture. You can realize that most of actions or jokes, even if you didn’t know it, could be considered as offensive or racist
- 7. Embrace the differences. Not only what you grew up with is the “correct” way of doing things
- 8. Avoid being rude. Faces, expressions, jokes, comments, etc can hurt more than you imagine. You can be a bully without intending to.
- 9. Be tolerant and understanding of others cultures and situations. Show the mercy and compassion that you’d like to receive