This document provides a biography and overview of the work of Peggy McIntosh, who is known for her writings on white privilege. It summarizes her seminal work "White Privilege: Unpacking the Invisible Knapsack" which outlines 26 daily effects, benefits, and unearned advantages of whiteness. The document also includes a brief counterargument that claims white privilege is a myth and that whites can face discrimination.
This is a presentation I gave at the Conference for Global Transformation in San Francisco May 2008. It is an idea developed with my students in a hip-hop class in 2005.
Racism: We White People are the Dangerous OnesJane Gilgun
We project beliefs and images about race onto others. These beliefs are often outside of our awareness. These beliefs become activated in a variety of situations. We construct others based on our beliefs and images and not on who they actually are. We may see others as dangerous when they are not. We are the dangerous ones. Our beliefs and images bring great harm to others. This powerpoint shows contemporary understandings of racism, how to become aware of our racism, and how to change racist beliefs, images, and practices.
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Distinguish between sex and gender;
2. Differentiate gender diversity from the binary conception of gender;
3. Describe and relate examples of gender identity, gender expression, and gender role;
4. Discuss gender socialization in North American society;
5. Identify gender stereotypes and ways to challenge such stereotypes;
6. Define, discuss and critique various models of feminism;
7. Recognize and provide examples of feminism and feminist criminology in popular culture;
8. Relate and give examples of sexism in everyday life;
9. Discuss the role of gender in crime, criminality, and criminal justice.
An exploration of power in the workplace - the human side of systems - as a key underpinning element for any enterprise architecture or business architecture.
[Self-running PowerPoint slide-show. (c) Tetradian 2002/2009]
This is a presentation I gave at the Conference for Global Transformation in San Francisco May 2008. It is an idea developed with my students in a hip-hop class in 2005.
Racism: We White People are the Dangerous OnesJane Gilgun
We project beliefs and images about race onto others. These beliefs are often outside of our awareness. These beliefs become activated in a variety of situations. We construct others based on our beliefs and images and not on who they actually are. We may see others as dangerous when they are not. We are the dangerous ones. Our beliefs and images bring great harm to others. This powerpoint shows contemporary understandings of racism, how to become aware of our racism, and how to change racist beliefs, images, and practices.
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Distinguish between sex and gender;
2. Differentiate gender diversity from the binary conception of gender;
3. Describe and relate examples of gender identity, gender expression, and gender role;
4. Discuss gender socialization in North American society;
5. Identify gender stereotypes and ways to challenge such stereotypes;
6. Define, discuss and critique various models of feminism;
7. Recognize and provide examples of feminism and feminist criminology in popular culture;
8. Relate and give examples of sexism in everyday life;
9. Discuss the role of gender in crime, criminality, and criminal justice.
An exploration of power in the workplace - the human side of systems - as a key underpinning element for any enterprise architecture or business architecture.
[Self-running PowerPoint slide-show. (c) Tetradian 2002/2009]
This presentation was part of Embody's Safe Healthy Strong 2015 conference on sexuality education (www.ppwi.org/safehealthystrong). Embody is Planned Parenthood of Wisconsin's education and training programs. Learn more: www.ppwi.org/embody
DESCRIPTION
Implicit bias refers to the unconscious associations we make about others based on characteristics such as race, ethnicity, age, and gender based on the direct and indirect messages we get from family, community, culture, and media throughout our lives. Implicit bias is an involuntary and unintentional process that influences our beliefs about and actions toward others. Several studies document implicit bias among health care providers correlated with clinical decision-making. Even though implicit bias is unconscious, it is malleable and can be unlearned. Debiasing is a long-term, intentional, and deliberate undertaking that involves countering harmful or negative biases with new associations. This workshop explores evidence-based and emerging methods for debiasing.
ABOUT THE PRESENTER
Meghan Benson, MPH, CHES, has worked in the field of sexuality education since she was a teen peer HIV educator in high school. Throughout her education and professional experience, she remained dedicated to advocacy and education around women’s sexual health. She completed her MPH in Community Health Sciences with a focus on adolescent health and development at the University of Illinois at Chicago and will be pursuing her PhD at the UW-Milwaukee Zilber School of Public Health in Fall 2015. As the director of Embody, Meghan develops programming and coordinates educational opportunities throughout the state. Meghan is a board member for the Association of Planned Parenthood Leaders in Education (APPLE), a Wisconsin Alliance for Women's Health board member, and a member of the Dane County Youth Commission.
How to Motivate, Manage, and Lead Difficult Employees and BOSSES
The ability to motivate others, resolve conflict, and manage diverse personalities is at the core of a competent and successful leadership. Where there are people, there are bound to be difficulties. With this in mind, leaders who fail to increase ability to manage and lead difficult people will likely struggle or fail. Not only do leaders have to manage their employees, but employees also should implement strategies to effectively manage and lead their bosses. This represents the ideal interdependent relationship where the team respects final decision-making, yet commits to ensuring that there is mutual understanding around workflow and organizational priorities. Great leaders know how to lead and be lead. This seminar will explore ways to manage and lead difficult people with or without positional authority.
Learning outcome: This seminar is designed to support leadership and management in resolving conflict and increasing interpersonal effectiveness
At the end of this session, participants will be able to:
a) Examine common types of difficult people and associated strategies to motivate them
b) Explore the power relationship between boss and subordinate and the “power questions” that improve this relationship dynamic
c) Examine communication techniques to diffuse conflict
d) Explore strategies to motivate and engage ANYONE
The Male Privilege Checklist, em PortuguêsThoughtworks
O primeiro grande privilégio que as pessoas brancas, do sexo masculino, as pessoas em classes econômicas superiores, os heterossexuais e todas as pessoas consideradas "normais" podem trabalhar para mitigar é o privilégio de ser alheio ao seu próprio privilégio.
Este lista é um passo para ajudar os homens a abandonar o "primeiro grande privilégio".
Tradução da lista originalmente publicada aqui: http://amptoons.com/blog/the-male-privilege-checklist/
White Privilege Unpacking the Invisible KnapsackBy Peggy Mc.docxharold7fisher61282
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
This article is now considered a ‘classic’ by anti-racist educators. It has been used in workshops and
classes throughout the United States and Canada for many years. While people of color have described
for years how whites benefit from unearned privileges, this is one of the first articles written by a white
person on the topics.
It is suggested that participants read the article and discuss it. Participants can then write a list
of additional ways in which whites are privileged in their own school and community setting. Or
participants can be asked to keep a diary for the following week of white privilege that they notice (and in
some cases challenge) in their daily lives. These can be shared and discussed the following week.
Through work to bring materials from Women’s Studies into the rest of the curriculum, I have
often noticed men’s unwillingness to grant that they are over privileged, even though they may grant that
women are disadvantaged. They may say they will work to improve women’s status, in the society, the
university, or the curriculum, but they can’t or won’t support the idea of lessening men’s. Denials, which
amount to taboos, surround the subject of advantages, which men gain from women’s disadvantages.
These denials protect male privilege from being fully acknowledged, lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized that since
hierarchies in our society are interlocking, there was most likely a phenomenon of white privilege,
which was similarly denied and protected. As a white person, I realized I had been taught about
racism as something which puts others at a disadvantage, but had been taught not to see one of its
corollary aspects, white privilege which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught not to
recognize male privilege. So I have begun in an untutored way to ask what it is like to have white
privilege. I have come to see white privilege as an invisible package of unearned assets which I can
count on cashing in each day, but about which I was ‘meant’ to remain oblivious. White privilege is
like an invisible weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes,
tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s Studies work to
reveal male privilege and ask men to give up some of their power, so one who writes about having white
privilege must ask, “ Having described it what will I do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered the frequent charges
from women of color that white women whom they encounter are oppressive. I began to understand why
we are justly seen as oppressive, even when .
Column I
Column II
Column III
Column IV
Column V
Inherited/learned beliefs/customs
Alternate position (an alternative behavior, custom, or belief, one that is different from and challenges the inherited one)
Current view
Basis for your current view (how you came to it)
Reflections on doing this activity
Received norms:
Race/Ethnicity:
Religion:
Sexual Orientation:
Gender:
Name
Date
Social Work 151
Diversity Exploration #1
White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh
After you have read White Privilege: Unpacking the Invisible Knapsack, ask yourself the following questions and single space type your responses. Overtly bold type the prompts with your responses following in regular type. You can be brief, but your responses should be in complete sentences. I want to know what you think, not word-for-word Google responses.
1. What is white privilege?
2. What is unearned advantage?
3. What is conferred dominance?
4. How do people deny that systems of dominance exist?
5. How is white advantage strongly enculturated?
6. What is meant by the myth of meritocracy?
7. How might someone with white privilege use his or her unearned advantage for the betterment of all and not just his/her own cohorts? What ideas do you have about how people who are born “white” can use arbitrarily awarded power to try to reconstruct power systems?
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
“I was taught to see racism only in individual acts of meanness, not in invisible systems
conferring dominance on my group.”
Through work to bring my materials from women’s studies into the rest of their
curriculum, I have often noticed men’s unwillingness to grant they are over privileged,
even though they may grant that women are disadvantaged. They may say they will work
to women’s statues, in the society, the university, or the curriculum, but they can’t or
won’t support the idea of lessening men’s. Denials amount to taboos surround the subject
if advantages that men gain from women’s disadvantages. These denials protect male’s
privileges from being fully acknowledged, lessened, or ended.
Thinking about unacknowledged male privilege as a phenomenon, I realized that, since
hierarchies in our society are interlocking, there was most likely a phenomenon of white
privilege that was similarly denied and protected. As a white person, I realized I had been
taught about racism as something that puts others at a disadvantage, but had been taught
not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is like
to have white privilege. I have come to see white privilege as an invisible package of
unearned assets that I can count on cashing in each day, but abo ...
Column I
Column II
Column III
Column IV
Column V
Inherited/learned beliefs/customs
Alternate position (an alternative behavior, custom, or belief, one that is different from and challenges the inherited one)
Current view
Basis for your current view (how you came to it)
Reflections on doing this activity
Received norms:
Race/Ethnicity:
Religion:
Sexual Orientation:
Gender:
Name
Date
Social Work 151
Diversity Exploration #1
White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh
After you have read White Privilege: Unpacking the Invisible Knapsack, ask yourself the following questions and single space type your responses. Overtly bold type the prompts with your responses following in regular type. You can be brief, but your responses should be in complete sentences. I want to know what you think, not word-for-word Google responses.
1. What is white privilege?
2. What is unearned advantage?
3. What is conferred dominance?
4. How do people deny that systems of dominance exist?
5. How is white advantage strongly enculturated?
6. What is meant by the myth of meritocracy?
7. How might someone with white privilege use his or her unearned advantage for the betterment of all and not just his/her own cohorts? What ideas do you have about how people who are born “white” can use arbitrarily awarded power to try to reconstruct power systems?
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
“I was taught to see racism only in individual acts of meanness, not in invisible systems
conferring dominance on my group.”
Through work to bring my materials from women’s studies into the rest of their
curriculum, I have often noticed men’s unwillingness to grant they are over privileged,
even though they may grant that women are disadvantaged. They may say they will work
to women’s statues, in the society, the university, or the curriculum, but they can’t or
won’t support the idea of lessening men’s. Denials amount to taboos surround the subject
if advantages that men gain from women’s disadvantages. These denials protect male’s
privileges from being fully acknowledged, lessened, or ended.
Thinking about unacknowledged male privilege as a phenomenon, I realized that, since
hierarchies in our society are interlocking, there was most likely a phenomenon of white
privilege that was similarly denied and protected. As a white person, I realized I had been
taught about racism as something that puts others at a disadvantage, but had been taught
not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is like
to have white privilege. I have come to see white privilege as an invisible package of
unearned assets that I can count on cashing in each day, but abo.
Column I
Column II
Column III
Column IV
Column V
Inherited/learned beliefs/customs
Alternate position (an alternative behavior, custom, or belief, one that is different from and challenges the inherited one)
Current view
Basis for your current view (how you came to it)
Reflections on doing this activity
Received norms:
Race/Ethnicity:
Religion:
Sexual Orientation:
Gender:
Name
Date
Social Work 151
Diversity Exploration #1
White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh
After you have read White Privilege: Unpacking the Invisible Knapsack, ask yourself the following questions and single space type your responses. Overtly bold type the prompts with your responses following in regular type. You can be brief, but your responses should be in complete sentences. I want to know what you think, not word-for-word Google responses.
1. What is white privilege?
2. What is unearned advantage?
3. What is conferred dominance?
4. How do people deny that systems of dominance exist?
5. How is white advantage strongly enculturated?
6. What is meant by the myth of meritocracy?
7. How might someone with white privilege use his or her unearned advantage for the betterment of all and not just his/her own cohorts? What ideas do you have about how people who are born “white” can use arbitrarily awarded power to try to reconstruct power systems?
White Privilege: Unpacking the Invisible Knapsack
By Peggy McIntosh
“I was taught to see racism only in individual acts of meanness, not in invisible systems
conferring dominance on my group.”
Through work to bring my materials from women’s studies into the rest of their
curriculum, I have often noticed men’s unwillingness to grant they are over privileged,
even though they may grant that women are disadvantaged. They may say they will work
to women’s statues, in the society, the university, or the curriculum, but they can’t or
won’t support the idea of lessening men’s. Denials amount to taboos surround the subject
if advantages that men gain from women’s disadvantages. These denials protect male’s
privileges from being fully acknowledged, lessened, or ended.
Thinking about unacknowledged male privilege as a phenomenon, I realized that, since
hierarchies in our society are interlocking, there was most likely a phenomenon of white
privilege that was similarly denied and protected. As a white person, I realized I had been
taught about racism as something that puts others at a disadvantage, but had been taught
not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is like
to have white privilege. I have come to see white privilege as an invisible package of
unearned assets that I can count on cashing in each day, but abo.
White Privilege Unpacking the Invisible Knapsack • Daily .docxharold7fisher61282
White Privilege: Unpacking the Invisible Knapsack
• Daily effects of white privilege
• Elusive and fugitive
• Earned strength, unearned power
"I was taught to see racism only in individual acts of meanness, not in invisible systems conferring
dominance on my group"
Peggy McIntosh
Through work to bring materials from women's studies into the rest of the curriculum, I have often noticed
men's unwillingness to grant that they are overprivileged, even though they may grant that women are
disadvantaged. They may say they will work to women's statues, in the society, the university, or the
curriculum, but they can't or won't support the idea of lessening men's. Denials that amount to taboos surround
the subject of advantages that men gain from women's disadvantages. These denials protect male privilege from
being fully acknowledged, lessened, or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized that, since hierarchies in our
society are interlocking, there are most likely a phenomenon, I realized that, since hierarchies in our society are
interlocking, there was most likely a phenomenon of while privilege that was similarly denied and protected. As
a white person, I realized I had been taught about racism as something that puts others at a disadvantage, but
had been taught not to see one of its corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught not to recognize male
privilege. So I have begun in an untutored way to ask what it is like to have white privilege. I have come to see
white privilege as an invisible package of unearned assets that I can count on cashing in each day, but about
which I was "meant" to remain oblivious. White privilege is like an invisible weightless knapsack of special
provisions, maps, passports, codebooks, visas, clothes, tools , and blank checks.
Describing white privilege makes one newly accountable. As we in women's studies work to reveal male
privilege and ask men to give up some of their power, so one who writes about having white privilege must ask,
"having described it, what will I do to lessen or end it?"
After I realized the extent to which men work from a base of unacknowledged privilege, I understood that much
of their oppressiveness was unconscious. Then I remembered the frequent charges from women of color that
white women whom they encounter are oppressive. I began to understand why we are just seen as oppressive,
even when we don't see ourselves that way. I began to count the ways in which I enjoy unearned skin privilege
and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an unfairly advantaged person, or as a
participant in a damaged culture. I was taught to see myself as an individual whose moral state depended on her
individual moral will. My schoo.
White Privilege Unpacking the Invisible Backpack by Pegg.docxharold7fisher61282
White Privilege: Unpacking the Invisible Backpack
by Peggy McIntosh
Through the work to bring materials from Women’s Studies into the rest of the
curriculum, I have often noticed men’s unwillingness to grant that they are over-
privileged, even though they may grant that women are disadvantaged. They may say
they will work to improve women’s status, in the society, the university, or the
curriculum, but they can’t or won’t support the idea of lessening men’s. Denials which
amount to taboos sur round the subject of advantages which men gain from women’s
disadvantages. These denials protect male privilege from being fully acknowledged,
lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized
that since hierarchies in our society are interlocking, there was most likely a
phenomenon of white privilege which was similarly denied and protected. As a white
person, I realized I had been taught about racism as something which puts others at a
disadvantage, but had been taught not to see one of its corollary aspects, white
privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is
like to have white privilege. I have come to se white privilege as an invisible package of
unearned assets which I can count on cashing in each day, but about which I was
‘meant’ to remain oblivious. White privilege is like an invisible weightless backpack of
special provisions, maps, passports, codebooks, visas, clothes, tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s
Studies work to reveal male privilege and ask men to give up some of their power, so
one who writes about having white privilege must ask, “Having described it, what will I
do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered
the frequent charges from women of color that white women whom they encounter are
oppressive. I began to understand why we are justly seen as oppressive, even when
we don’t see ourselves that way. I began to count the ways in which I enjoy unearned
skin privilege and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an
unfairly advantaged person, or as a participant in a damaged culture. I was taught to
see myself as an individual whose moral state depended on her individual moral will.
My schooling followed the pattern my colleague Elizabeth Minnich has pointed out:
whites are taught to think of their lives as a morally neutral, normative, and average,
also ideal, so that when we work to benefit others, this is seen as work whic.
White Privilege Unpacking the Invisible Backpack by Pegg.docxphilipnelson29183
White Privilege: Unpacking the Invisible Backpack
by Peggy McIntosh
Through the work to bring materials from Women’s Studies into the rest of the
curriculum, I have often noticed men’s unwillingness to grant that they are over-
privileged, even though they may grant that women are disadvantaged. They may say
they will work to improve women’s status, in the society, the university, or the
curriculum, but they can’t or won’t support the idea of lessening men’s. Denials which
amount to taboos sur round the subject of advantages which men gain from women’s
disadvantages. These denials protect male privilege from being fully acknowledged,
lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized
that since hierarchies in our society are interlocking, there was most likely a
phenomenon of white privilege which was similarly denied and protected. As a white
person, I realized I had been taught about racism as something which puts others at a
disadvantage, but had been taught not to see one of its corollary aspects, white
privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is
like to have white privilege. I have come to se white privilege as an invisible package of
unearned assets which I can count on cashing in each day, but about which I was
‘meant’ to remain oblivious. White privilege is like an invisible weightless backpack of
special provisions, maps, passports, codebooks, visas, clothes, tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s
Studies work to reveal male privilege and ask men to give up some of their power, so
one who writes about having white privilege must ask, “Having described it, what will I
do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered
the frequent charges from women of color that white women whom they encounter are
oppressive. I began to understand why we are justly seen as oppressive, even when
we don’t see ourselves that way. I began to count the ways in which I enjoy unearned
skin privilege and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an
unfairly advantaged person, or as a participant in a damaged culture. I was taught to
see myself as an individual whose moral state depended on her individual moral will.
My schooling followed the pattern my colleague Elizabeth Minnich has pointed out:
whites are taught to think of their lives as a morally neutral, normative, and average,
also ideal, so that when we work to benefit others, this is seen as work whic.
White Privilege Unpacking the Invisible Backpack by Pegg.docxalanfhall8953
White Privilege: Unpacking the Invisible Backpack
by Peggy McIntosh
Through the work to bring materials from Women’s Studies into the rest of the
curriculum, I have often noticed men’s unwillingness to grant that they are over-
privileged, even though they may grant that women are disadvantaged. They may say
they will work to improve women’s status, in the society, the university, or the
curriculum, but they can’t or won’t support the idea of lessening men’s. Denials which
amount to taboos sur round the subject of advantages which men gain from women’s
disadvantages. These denials protect male privilege from being fully acknowledged,
lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized
that since hierarchies in our society are interlocking, there was most likely a
phenomenon of white privilege which was similarly denied and protected. As a white
person, I realized I had been taught about racism as something which puts others at a
disadvantage, but had been taught not to see one of its corollary aspects, white
privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is
like to have white privilege. I have come to se white privilege as an invisible package of
unearned assets which I can count on cashing in each day, but about which I was
‘meant’ to remain oblivious. White privilege is like an invisible weightless backpack of
special provisions, maps, passports, codebooks, visas, clothes, tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s
Studies work to reveal male privilege and ask men to give up some of their power, so
one who writes about having white privilege must ask, “Having described it, what will I
do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered
the frequent charges from women of color that white women whom they encounter are
oppressive. I began to understand why we are justly seen as oppressive, even when
we don’t see ourselves that way. I began to count the ways in which I enjoy unearned
skin privilege and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an
unfairly advantaged person, or as a participant in a damaged culture. I was taught to
see myself as an individual whose moral state depended on her individual moral will.
My schooling followed the pattern my colleague Elizabeth Minnich has pointed out:
whites are taught to think of their lives as a morally neutral, normative, and average,
also ideal, so that when we work to benefit others, this is seen as work whic.
White Privilege Unpacking the Invisible Backpack by Pegg.docxhelzerpatrina
White Privilege: Unpacking the Invisible Backpack
by Peggy McIntosh
Through the work to bring materials from Women’s Studies into the rest of the
curriculum, I have often noticed men’s unwillingness to grant that they are over-
privileged, even though they may grant that women are disadvantaged. They may say
they will work to improve women’s status, in the society, the university, or the
curriculum, but they can’t or won’t support the idea of lessening men’s. Denials which
amount to taboos sur round the subject of advantages which men gain from women’s
disadvantages. These denials protect male privilege from being fully acknowledged,
lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized
that since hierarchies in our society are interlocking, there was most likely a
phenomenon of white privilege which was similarly denied and protected. As a white
person, I realized I had been taught about racism as something which puts others at a
disadvantage, but had been taught not to see one of its corollary aspects, white
privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught
not to recognize male privilege. So I have begun in an untutored way to ask what it is
like to have white privilege. I have come to se white privilege as an invisible package of
unearned assets which I can count on cashing in each day, but about which I was
‘meant’ to remain oblivious. White privilege is like an invisible weightless backpack of
special provisions, maps, passports, codebooks, visas, clothes, tools and blank checks.
Describing white privilege makes one newly accountable. As we in Women’s
Studies work to reveal male privilege and ask men to give up some of their power, so
one who writes about having white privilege must ask, “Having described it, what will I
do to lessen or end it?”
After I realized the extent to which men work from a base of unacknowledged privilege, I
understood that much of their oppressiveness was unconscious. Then I remembered
the frequent charges from women of color that white women whom they encounter are
oppressive. I began to understand why we are justly seen as oppressive, even when
we don’t see ourselves that way. I began to count the ways in which I enjoy unearned
skin privilege and have been conditioned into oblivion about its existence.
My schooling gave me no training in seeing myself as an oppressor, as an
unfairly advantaged person, or as a participant in a damaged culture. I was taught to
see myself as an individual whose moral state depended on her individual moral will.
My schooling followed the pattern my colleague Elizabeth Minnich has pointed out:
whites are taught to think of their lives as a morally neutral, normative, and average,
also ideal, so that when we work to benefit others, this is seen as work whic ...
WHITE PRIVILEGE AND MALE PRIVILEGE A Personal Account of Comi.docxhelzerpatrina
WHITE PRIVILEGE AND MALE PRIVILEGE: A Personal Account of Coming to See
Correspondences Through Work in Women's Studies (1988)
By Peggy McIntosh
Through work to bring materials and perspectives from Women's Studies into the rest of
the curriculum, I have often noticed men's unwillingness to grant that they are over
privileged in the curriculum, even though they may grant that women are
disadvantaged. Denials that amount to taboos surround the subject of advantages that
men gain from women's disadvantages. These denials protect male privilege from being
fully recognized, acknowledged, lessened, or ended.
Thinking through unacknowledged male privilege as a phenomenon with a life of
its own, I realized that since hierarchies in our society are interlocking, there was most
likely a phenomenon of white privilege that was similarly denied and protected, but alive
and real in its effects. As a white person, I realized I had been taught about racism as
something that puts others at a disadvantage, but had been taught not to see one of its
corollary aspects, white privilege, which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are
taught not to recognize male privilege. So I have begun in an untutored way to ask what
it is like to have white privilege. This paper is a partial record of my personal
observations and not a scholarly analysis. It is based on my daily experiences within my
particular circumstances.
I have come to see white privilege as an invisible package of unearned assets
that I can count on cashing in each day, but about which I was "meant" to remain
oblivious. White privilege is like an invisible weightless knapsack of special provisions,
assurances, tools, maps, guides, codebooks, passports, visas, clothes, compass,
emergency gear, and blank checks.
Since I have had trouble facing white privilege, and describing its results in my
life, I saw parallels here with men's reluctance to acknowledge male privilege. Only
rarely will a man go beyond acknowledging that women are disadvantaged to
acknowledging that men have unearned advantage, or that unearned privilege has not
been good for men's development as human beings, or for society's development, or
that privilege systems might ever be challenged and changed.
I will review here several types or layers of denial that I see at work protecting,
and preventing awareness about, entrenched male privilege. Then I will draw parallels,
from my own experience, with the denials that veil the facts of white privilege. Finally, I
will list forty-six ordinary and daily ways in which I experience having white privilege, by
contrast with my African American colleagues in the same building. This list is not
intended to be generalizable. Others can make their own lists from within their own life
circumstances.
Writing this paper has been difficult, despite warm receptions for the t ...
Peggy McIntosh is associate director of the Wellesley Collage .docxherbertwilson5999
Peggy McIntosh is associate director of the Wellesley Collage Center for Research on Women. This essay is excerpted from Working
Paper 189. "White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences through Work in Women's
Studies" (1988), by Peggy McIntosh; available for $4.00 from the Wellesley College Center for Research on Women, Wellesley MA 02181
The working paper contains a longer list of privileges. This excerpted essay is reprinted from the Winter 1990 issue of Independent
School.
White Privilege: Unpacking the Invisible Knapsack
Peggy McIntosh
"I was taught to see racism only in individual acts of meanness, not in invisible systems conferring
dominance on my group"
Through work to bring materials from women's studies into the rest of the curriculum, I have often
noticed men's unwillingness to grant that they are overprivileged, even though they may grant that
women are disadvantaged. They may say they will work to women's statues, in the society, the
university, or the curriculum, but they can't or won't support the idea of lessening men's. Denials that
amount to taboos surround the subject of advantages that men gain from women's disadvantages. These
denials protect male privilege from being fully acknowledged, lessened, or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized that, since hierarchies in
our society are interlocking, there are most likely a phenomenon, I realized that, since hierarchies in our
society are interlocking, there was most likely a phenomenon of while privilege that was similarly
denied and protected. As a white person, I realized I had been taught about racism as something that puts
others at a disadvantage, but had been taught not to see one of its corollary aspects, white privilege,
which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught not to recognize
male privilege. So I have begun in an untutored way to ask what it is like to have white privilege. I have
come to see white privilege as an invisible package of unearned assets that I can count on cashing in
each day, but about which I was "meant" to remain oblivious. White privilege is like an invisible
weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes, tools , and blank
checks.
Describing white privilege makes one newly accountable. As we in women's studies work to reveal male
privilege and ask men to give up some of their power, so one who writes about having white privilege
must ask, "having described it, what will I do to lessen or end it?"
After I realized the extent to which men work from a base of unacknowledged privilege, I understood
that much of their oppressiveness was unconscious. Then I remembered the frequent charges from
women of color that white women whom they encounter are oppressive. I began to understand why we
are just seen as oppressive, even when we don't see ours.
McIntosh_WhitePrivilege_1990.pdfPeggy McIntosh is associatAbramMartino96
McIntosh_WhitePrivilege_1990.pdf
Peggy McIntosh is associate director of the Wellesley Collage Center for Research on Women. This essay is excerpted from Working
Paper 189. "White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences through Work in Women's
Studies" (1988), by Peggy McIntosh; available for $4.00 from the Wellesley College Center for Research on Women, Wellesley MA 02181
The working paper contains a longer list of privileges. This excerpted essay is reprinted from the Winter 1990 issue of Independent
School.
White Privilege: Unpacking the Invisible Knapsack
Peggy McIntosh
"I was taught to see racism only in individual acts of meanness, not in invisible systems conferring
dominance on my group"
Through work to bring materials from women's studies into the rest of the curriculum, I have often
noticed men's unwillingness to grant that they are overprivileged, even though they may grant that
women are disadvantaged. They may say they will work to women's statues, in the society, the
university, or the curriculum, but they can't or won't support the idea of lessening men's. Denials that
amount to taboos surround the subject of advantages that men gain from women's disadvantages. These
denials protect male privilege from being fully acknowledged, lessened, or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized that, since hierarchies in
our society are interlocking, there are most likely a phenomenon, I realized that, since hierarchies in our
society are interlocking, there was most likely a phenomenon of while privilege that was similarly
denied and protected. As a white person, I realized I had been taught about racism as something that puts
others at a disadvantage, but had been taught not to see one of its corollary aspects, white privilege,
which puts me at an advantage.
I think whites are carefully taught not to recognize white privilege, as males are taught not to recognize
male privilege. So I have begun in an untutored way to ask what it is like to have white privilege. I have
come to see white privilege as an invisible package of unearned assets that I can count on cashing in
each day, but about which I was "meant" to remain oblivious. White privilege is like an invisible
weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes, tools , and blank
checks.
Describing white privilege makes one newly accountable. As we in women's studies work to reveal male
privilege and ask men to give up some of their power, so one who writes about having white privilege
must ask, "having described it, what will I do to lessen or end it?"
After I realized the extent to which men work from a base of unacknowledged privilege, I understood
that much of their oppressiveness was unconscious. Then I remembered the frequent charges from
women of color that white women whom they encounter are oppressive. I began to understand why we
are just seen as oppr ...
Chapter 12 Coping and Support in Late Adulthood I. Coping.docxbartholomeocoombs
Chapter 12 Coping and Support in Late Adulthood
I. Coping Strategies and Aging
A. Non-developmental Models of Coping
1. Late adulthood presents new challenges as adults enter their elderly years
2. One popular and long-standing way of describing cognitive coping strategies is through the use of coping mechanisms.
3. These mechanisms can range from the
a) More deliberately used and adaptive, such as humor, to
b) The more involuntary, immature, and maladaptive, such as extreme denial of a source of stress (Vaillant, 2000).
4. Another way is to divide strategies by focus- Popular non-developmental models of coping
a) Problem-focused category
(1) Aimed at searching for workable solutions or resolutions to the issues creating the stress.
b) Emotion-focused category
(1) Generally used when the target or source of the stress cannot be changed or eliminated.
B. Developmental Regulation
1. Developmental regulation
a) Highlights differences between primary control, which peaks in middle adulthood, and secondary control, which increases in strength and effectiveness throughout adulthood
b) Offers a strategy for maintaining a sense of personal control over our situation, which is likely to contribute to successful aging
c) PRIMARY CONTROL generally involves outward or external actions,
d) SECONDARY CONTROL involves deliberately adjusting our internal sense of self, identity, and motivation to cope with external changes (Heckhausen, 1997).
C. Socioemotional Selectivity Theory
1. Most people maintain the size of their social support network until very late in life.
2. The socioemotional selectivity theory (SST) encourages older adults to cope by regulating their emotional responses, primarily by limiting their social interactions to those that are positive and supportive.
D. Selection, Optimization, and Compensation
1. The Selection, Optimization, and Compensation SOC model encourages older adults to
a) Survey their resources and select reasonable goals and priorities
b) Optimize their resources with a focus on achieving those goals
c) Use their resources to compensate for losses.
2. While considered a meta-theory and applied to many areas of life, the SOC model is well suited as a coping strategy for older adults who are adjusting to limited resources and abilities.
II. Coping by Accepting Social Support
A. Social Relationships and Support
1. A helpful way to cope with the challenges of aging is to turn to trustworthy family members, friends, and neighbors.
2. Social networks generally get smaller with age, but they will increase as an older adult experiences more disability and when a crisis oc.
In this presentation you will learn what white privilege is, how it affects politics and the economics, explore if it is specifically an American problem, and ways to combat it.
Template from: Slidesgo
1. I can if I wish arrange to be in the company of people of .docxjackiewalcutt
1. I can if I wish arrange to be in the company of people of
my race most of the time.
2. I can avoid spending time with people whom I was
trained to mistrust and who have learned to mistrust my
kind or me.
3. If I should need to move, I can be pretty sure of renting
or purchasing housing in an area which I can afford and in
which I would want to live.
4. I can be pretty sure that my neighbors in such a
location will be neutral or pleasant to me.
5. I can go shopping alone most of the time, pretty well
assured that I will not be followed or harassed.
6. I can turn on the television or open to the front page of
the paper and see people of my race widely represented.
7. When I am told about our national heritage or about
“civilization,” I am shown that people of my color made it
what it is.
8. I can be sure that my children will be given curricular
materials that testify to the existence of their race.
9. If I want to, I can be pretty sure of fi nding a publisher
for this piece on white privilege.
10. I can be pretty sure of having my voice heard in a
group in which I am the only member of my race.
11. I can be casual about whether or not to listen to
another person’s voice in a group in which s/he is the only
member of his/her race.
12. I can go into a music shop and count on fi nding the
music of my race represented, into a supermarket and fi nd
the staple foods which fi t with my cultural traditions, into a
hairdresser’s shop and fi nd someone who can cut my hair.
13. Whether I use checks, credit cards or cash, I can
count on my skin color not to work against the appearance
of fi nancial reliability.
14. I can arrange to protect my children most of the time
from people who might not like them.
15. I do not have to educate my children to be aware of
systemic racism for their own daily physical protection.
16. I can be pretty sure that my children’s teachers
and employers will tolerate them if they fi t school and
workplace norms; my chief worries about them do not
concern others’ attitudes toward their race.
17. I can talk with my mouth full and not have people put
this down to my color.
18. I can swear, or dress in second hand clothes, or not
answer letters, without having people attribute these
choices to the bad morals, the poverty or the illiteracy of
my race.
19. I can speak in public to a powerful male group without
putting my race on trial.
20. I can do well in a challenging situation without being
called a credit to my race.
21. I am never asked to speak for all the people of my
racial group.
White Privilege: Unpacking the Invisible Knapsack
by Peggy McIntosh
“I was taught to see racism only in individual acts of meanness,
not in invisible systems conferring dominance on my group”
DAILY EFFECTS OF WHITE PRIVILEGE
I decided to try to work on myself at least by identifying some of the daily effects of white privilege in my life. I have
chosen those conditions that I think in my ca ...
Assignment 3Assignment 3 Financial Analysis Graphs Excel TemplateMonth 1 BudgetMonth 2 BudgetMonth 3 BudgetFinancial Goal Savings ProgressDollarsPercentDollarsPercentDollarsPercentSavingsOverall SavingsAmount Remaining to SaveIncome-Income$ - 0-Income$ - 0-Month 1 0ExpendituresExpendituresExpendituresMonth 20HousingHousingHousingMonth 30FoodFoodFoodTransportationTransportationTransportationEducationEducationEducationUtilitiesUtilitiesUtilitiesTaxesTaxesTaxesHealth CareHealth Care$ 400Health CareFamily CareFamily CareFamily CareMiscellaneousMiscellaneousMiscellaneous$ 100SavingsSavingsSavings Total Total TotalAssignment 3 Excel Instructions:
In this assignment, you will make three monthly budgets. Your income increases each month using embedded formulas, as shown in the tables above. Additionally, in Months 2 and 3, some cells have been filled in with a formula to represent an unexpected expense in that expenditure category for the month. You will need to reallocate your budget around these expenses.
1. Fill in the Month 1 Budget based on your annual budget from Assignment 2. Remember that Assignment 2 was looking at your annual budget. So, to get the number for your monthly budget, you will need to divide by 12.
2. Notice that your income for Month 2 and Month 3 have been auto-calculated. Use these income numbers to plan your budgets in these months. Also, as noted in the instructions, notice that your “Health Care” costs for Month 2 and your “Miscellaneous” costs for Month 3 have auto-calculated. Do not change these numbers. You will need to plan around them.
3. For Month 2 and Month 3, fill in the cells for each category for how you are choosing to allocate your income in each of those months.
4. Use formulas to calculate the sum for your total in the “Dollars” columns, and fill in the “Percent” columns for each monthly budget.
5. Now produce a graphic for each of these three budgets to show the spending allocation. You could use a pie chart, bar chart, or other graphic from Excel. You will end up with three graphics, one for each month. Each graphic should show how you have allocated your income among the various categories.
6. Complete the Financial Goal Savings Progress table by entering in the “Savings” amount from each of your three monthly budgets. Use a formula to calculate how much you have left to save using the dollar amount of your chosen savings goal from Assignment 2.
7. Create a graphic that shows your progress toward your savings goal based on the information you input into the Financial Goal Savings Progress table. Select the type of graphic that you think would best illustrate your progress.
8. Put the graphics in the space below on this spreadsheet.
Place graphics here
Peggy McIntosh is associate director of the Wellesley Collage Center for Research on Women. This essay is excerpted from Working
Paper 189. "White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences thro.
Assignment 3Assignment 3 Financial Analysis Graphs Excel TemplateMonth 1 BudgetMonth 2 BudgetMonth 3 BudgetFinancial Goal Savings ProgressDollarsPercentDollarsPercentDollarsPercentSavingsOverall SavingsAmount Remaining to SaveIncome-Income$ - 0-Income$ - 0-Month 1 0ExpendituresExpendituresExpendituresMonth 20HousingHousingHousingMonth 30FoodFoodFoodTransportationTransportationTransportationEducationEducationEducationUtilitiesUtilitiesUtilitiesTaxesTaxesTaxesHealth CareHealth Care$ 400Health CareFamily CareFamily CareFamily CareMiscellaneousMiscellaneousMiscellaneous$ 100SavingsSavingsSavings Total Total TotalAssignment 3 Excel Instructions:
In this assignment, you will make three monthly budgets. Your income increases each month using embedded formulas, as shown in the tables above. Additionally, in Months 2 and 3, some cells have been filled in with a formula to represent an unexpected expense in that expenditure category for the month. You will need to reallocate your budget around these expenses.
1. Fill in the Month 1 Budget based on your annual budget from Assignment 2. Remember that Assignment 2 was looking at your annual budget. So, to get the number for your monthly budget, you will need to divide by 12.
2. Notice that your income for Month 2 and Month 3 have been auto-calculated. Use these income numbers to plan your budgets in these months. Also, as noted in the instructions, notice that your “Health Care” costs for Month 2 and your “Miscellaneous” costs for Month 3 have auto-calculated. Do not change these numbers. You will need to plan around them.
3. For Month 2 and Month 3, fill in the cells for each category for how you are choosing to allocate your income in each of those months.
4. Use formulas to calculate the sum for your total in the “Dollars” columns, and fill in the “Percent” columns for each monthly budget.
5. Now produce a graphic for each of these three budgets to show the spending allocation. You could use a pie chart, bar chart, or other graphic from Excel. You will end up with three graphics, one for each month. Each graphic should show how you have allocated your income among the various categories.
6. Complete the Financial Goal Savings Progress table by entering in the “Savings” amount from each of your three monthly budgets. Use a formula to calculate how much you have left to save using the dollar amount of your chosen savings goal from Assignment 2.
7. Create a graphic that shows your progress toward your savings goal based on the information you input into the Financial Goal Savings Progress table. Select the type of graphic that you think would best illustrate your progress.
8. Put the graphics in the space below on this spreadsheet.
Place graphics here
Peggy McIntosh is associate director of the Wellesley Collage Center for Research on Women. This essay is excerpted from Working
Paper 189. "White Privilege and Male Privilege: A Personal Account of Coming To See Correspondences thro.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
3. A Brief Biography Doctor McIntosh, is currently the Associate Director of the Wellesley College Center for Research on Women. She consults with educational facilities around the world on creating multi-cultural and gender-fair curricula, including but not limited to The BrearleySchool, Harvard University, Trinity College (Washington, D.C.), and Durham University (England).
4. Works in print and film She is best known for authoring the articles "White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences through Work in Women’s Studies”(1988) and its shorter form, "White Privilege: Unpacking the Invisible Knapsack” (1989) “Mirrors of Privilege: Making Whiteness Visible.” “The Color of Fear” with Victor Lewis and Hugh Vasquez.
5. Affiliated Institutions Founder and co-director of the National S.E.E.D. (Seeking Educational Equity and Diversity) Project on Inclusive Curriculum. She is the co-founder of the Rocky Mountain Women's Institute. Doctor McIntosh is consulting editor to Sage: A Scholarly Journal on Black Women. Served as a consultant on 22 Asian campuses for the development of Women's Studies programs.
6. Honors and Awards Klingenstein Award for Distinguished Educational Leadership from Columbia Teachers College.
7. Before we begin a quick map check to explain a (possibly skewed) view of the information provided.
8.
9.
10. If you are white and live in area where you are the minority bear in mind this article was written by somebody who lives where Whites are the majority. What’s skewing you?
11. “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.” Doctor McIntosh has a thesis.
12. Which leads to a revelation “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.”
13. So how did this come to be? She concludes that Men work from a base of unacknowledged privilege, I understood that much of their oppressiveness was unconscious. Which came to be because 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.
14. Now for the breakthrough! “As far as I can see, my African American co-workers, friends and acquaintances with whom I come into daily or frequent contact in this particular time, place and line of work cannot count on most of these conditions.”
15. And those conclusions are 1. I can if I wish arrange to be in the company of people of my race most of the time. 2. If I should need to move, I can be pretty sure of renting or purchasing housing in an area, which I can afford and in which I would want to live.
16.
17. 3. I can be pretty sure that my neighbors in such a location will be neutral or pleasant to me. 4. I can go shopping alone most of the time, pretty well assured that I will not be followed or harassed. 5. I can turn on the television or open to the front page of the paper and see people of my race widely represented.
18. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
19. 6. When I am told about our national heritage or about “civilization,” I am shown that people of my color made it what it is. 7. I can be sure that my children will be given curricular materials that testify to the existence of their race. 8. If I want to, I can be pretty sure of finding a publisher for this piece on white privilege.
20. 9. I can go into a music shop and count on finding the music of my race represented, into a supermarket and find the staple foods which fit with my cultural traditions, into a hairdresser’s shop and find someone who can cut my hair. 10. Whether I use checks, credit cards or cash, I can count on my skin color not to work against the appearance of my financial reliability. 11. I can arrange to protect my children most of the time from people who might not like them.
21. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
22. 12. I can swear, or dress in second hand clothes, or not answer letters, without having people attribute these choices to the bad morals, the poverty, or the illiteracy of my race. 13. I can speak in public to a powerful male group without putting my race on trial. 14. I can do well in a challenging situation without being called a credit to my race. 15. I am never asked to speak for all the people of my racial group.
23. 16. I can remain oblivious of the language and customs of persons of color who constitute the world’s majority without feeling in my culture any penalty for such oblivion. 17. I can criticize our government and talk about how much I fear its policies and behavior without being seen as a cultural outsider.
24. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
25. 18. I can be pretty sure that if I ask to talk to “the person in charge,” I will be facing a person of my race. 19. If a traffic cop pulls me over or if the IRS audits my tax return, I can be sure I haven’t been singled out because of my race. 20. I can easily buy posters, post-cards, picture books, greeting cards, dolls, toys, and children’s magazines featuring people of my race.
26. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
27. 21. I can go home from most meetings of organizations I belong to feeling somewhat tied in, rather than isolated, out-of-place, outnumbered, unheard, held at a distance, or feared. 22. I can take a job with an affirmative action employer without having coworkers on the job suspect that I got it because of race. 23. I can choose public accommodation without fearing that people of my race cannot get in or will be mistreated in the place I have chosen.
28. 24. I can be sure that if I need legal or medical help my race will not work against me. 25. If my day, week or year is going badly, I need not ask of each negative episode or situation whether it has racial overtones. 26. I can choose blemish cover or bandages in “flesh” color and have them more or less match my skin.
29. In the end “If these things are true, this is not such a free country; one’s life is not what one makes it; many doors open for certain people through no virtues of their own… Disapproving of the systems won’t be enough to change them. I was taught to think that racism could end if white individuals changed their attitudes. (But) a “white” skin in the United States opens many doors for whites whether or not we approve of the way dominance has been conferred on us. Individual acts can palliate, but cannot end, these problems.”
30. How to use this information “To redesign social systems we need first to acknowledge their colossal unseen dimensions.” Use unearned advantage to weaken hidden and reconstruct power systems on a broader base.
31. Not everyone agrees though The Myth of White Privilege For example Selwyn Duke has this to say about White privilege “White privilege is a myth. Whites (males especially) are often untouchables in the job market. And examples are legion, most recently the Dayton, OH police department, discarded its recruit exam and the scores of 748 people who passed it because not doing so would have resulted in too many whites being hired.
32. Social discrimination against whites Golf commentator Kelly Tilghman was suspended for two weeks for innocently using the term "lynch" when describing what young players might have to do to beat Tiger Woods. Keith John Sampson was charged with "racial harassment" for reading a book about the Ku Klux Klan in the presence of black colleagues. It didn't matter that it was an anti-KKKbook. Black comedians can use derogatory terms for whites such as "cracker," white comedians who use corresponding anti-black racial epithets risk career destruction.
33. What about successful minorities? State favoritism of minorities There is a trove of government programs designed to aid minorities such as those geared toward minority-owned businesses but no corresponding help for whites. And, as whistleblowers recently revealed, our Department of Justice has long been ignoring voting-rights cases when the victims have been white. The median income of Jewish Americans is approximately twice that of their non-Jewish countrymen.Additionally, while only about 40 percent of high-school graduates attend college, the rate among Jews is 85 percent. Jews also occupy positions of power at a rate greatly in excess of their two percent of the population. Yet should we speak of "Jewish privilege"?
34. Group-specific success isn't just an American phenomenon “[D]uring the 1960s, the Chinese minority in Malaysia received more university degrees than the Malay majority - including 400 engineering degrees compared with four for the Malays, even though Malays dominate the country politically. In Brazil's state of Sao Paulo, more than two-thirds of the potatoes and 90 percent of the tomatoes produced were produced by people of Japanese ancestry.”
35. To wrap things up “We generally give credit where it is due. Except when the relatively successful group is white people. Then they are guilty of discrimination, oppression, and victimization and will never be proven innocent. Their success just must have come at the expense of others, no matter what the facts say.”
Editor's Notes
Press F5 or enter presentation mode to view the poll\r\nIn an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:\r\nhttp://www.polleverywhere.com/multiple_choice_polls/MTIyODExODE1NwIf you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Press F5 or enter presentation mode to view the poll\r\nIn an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:\r\nhttp://www.polleverywhere.com/multiple_choice_polls/LTEyNDAwMzI3NzgIf you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Press F5 or enter presentation mode to view the poll\r\nIn an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:\r\nhttp://www.polleverywhere.com/multiple_choice_polls/LTM3MTYwNzU5NAIf you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.
Press F5 or enter presentation mode to view the poll\r\nIn an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:\r\nhttp://www.polleverywhere.com/multiple_choice_polls/LTMxODgyODM5MAIf you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.