White race privelage
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The document discusses the author's research into white privilege and how their perspective changed. Initially, the author did not believe they experienced much privilege as a white college student. However, after reading multiple peer-reviewed sources that defined white privilege in different contexts, the author realized white privilege exists and affects their life more than they realized. They learned that as a white person, they do not have to worry about facing discrimination daily or being viewed as inferior due to their race. Overall, the research opened the author's eyes to how white privilege operates in subtle ways and has broader historical and social implications beyond just access or benefits.
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CHAPTER 3: SYSTEMS VS INDIVIDUALS
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1. Acknowledge and understand personal resistance to multicultural training.
2. Identify how emotional reactions to topics of prejudice, discrimination, and oppression can act as obstacles to cultural competence.
3. Understand worldview differences between majority and socially devalued group members in this society.
4. Make sense of why majority group members often react differently from marginalized group members when issues of racism, sexism, or heterosexism are discussed.
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Reaction #1
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university, or the curriculum, but they can’t or won’t support the idea of lessening men’s. Denials, which
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These denials protect male privilege from being fully acknowledged, lessened or ended.
Thinking through unacknowledged male privilege as a phenomenon, I realized that since
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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.
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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
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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 ...
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D01040868Typewritten Text6CHAPTER 3 SYSTEMS .docx
D01040868
Typewritten Text
6
CHAPTER 3: SYSTEMS VS INDIVIDUALS
While U.S. citizens espouse the belief in the individual, we also have people who aren’t granted the full benefits of individuality. When we look at our society, any individual who belongs to those groups that are not dominant in society, we can see that we often treat these people, not as individuals, but as members of whatever group they belong to. The difference in the way we treat the individuals who are members of the non-dominant groups, is not always easily seen, but let’s start by thinking about the difference between dominant and subordinate groups in general, in our culture. This is exactly what the scholar, Peggy McIntosh did as she uncovered a concept that has been much talked about in recent years. https://nationalseedproject.org/images/documents/Knapsack_plus_Notes-Peggy_McIntosh.pdf
McIntosh, a feminist scholar at a prestigious college, was studying or rather creating the field of study now known as women’s studies when she accidently created the field of White Cultural Studies. Before women scholars of the 1960’s and 70’s there were very few sources that one could find about the ways that women have contributed to making our culture. This is one of the signs that males are dominant in our culture. Most all the heroes in our history books are/were men, most of the great artists whose works we learn about are men, most of the novels and poems taught in schools were/have been written by male authors. If you don’t believe me, try to name 5 famous women visual artists. How many can you name besides Georgia O’Keefe? Ms. McIntosh was struck by how difficult it was for women to not only find other women as role models in academia, but how difficult it was to find anything that ‘looked like herself,’ reflected in what she was learning. This idea of reflection is an important topic that we should take a minute to examine. The dominant groups in a culture are the groups that see themselves reflected everywhere.
Activate Your Sociological Imagination Now!
Imagine living your whole life and never being able to see your own reflection. What if when you looked in a mirror, or a pool of water, or a window, you saw someone else’s face instead of your own? How do you think that you would feel? Particularly if you knew that other people, who look different than you do always see their own reflection in the mirror. How do you think that would impact your life? Would everything remain the same as it is now? Does your race impact the way you answer this question?
People of color—non-white people—have a difficult time finding themselves when they look at the world today. Most of the people on US television are white; most of the people whose faces are on magazines are white. Most movies feature people who are white. It is particularly difficult for people of color to see themselves as positive-figures-in-history-who-made-our-country-great. All the myths of how our country was built.
OBSTACLES TO CULTURAL COMPETENCEUNDERSTANDING RESISTANCE TO MULTIC.docx
OBSTACLES TO CULTURAL COMPETENCE
UNDERSTANDING RESISTANCE TO MULTICULTURAL TRAINING
Chapter Objectives
1. Acknowledge and understand personal resistance to multicultural training.
2. Identify how emotional reactions to topics of prejudice, discrimination, and oppression can act as obstacles to cultural competence.
3. Understand worldview differences between majority and socially devalued group members in this society.
4. Make sense of why majority group members often react differently from marginalized group members when issues of racism, sexism, or heterosexism are discussed.
5. Be cognizant of how worldviews may influence the ability to understand, empathize, and work effectively with diverse clients.
6. Realize that becoming an effective multicultural counselor is more than an intellectual exercise and is a lifelong journey.
Reading and digesting the content of this book may prove difficult and filled with powerful feelings for many of you. Students who have taken a course on multicultural counseling/therapy or multicultural mental health issues have almost universally felt both positive and negative feelings that affect their ability to learn about diversity issues. It is important not to allow those emotions to go unacknowledged, or to avoid exploring the psychological meanings they may have for you. As you begin your journey to becoming a culturally competent counselor/mental health professional, the road will be filled with obstacles to self-exploration, to understanding yourself as a racial/cultural being, and to understanding the worldview of those who differ from you in race, gender, ethnicity, sexual orientation, and other sociodemographic characteristics.
The subject matter in this book and course requires you to explore your biases and prejudices, a task that often evokes defensiveness and resistance. It is important to recognize personal resistance to the material, to explore its meanings, and to learn about yourself and others. Sometimes what is revealed about you may prove disturbing, but having the courage to continue is necessary to becoming a culturally competent counselor or therapist. This chapter is specifically written to help readers understand and overcome their emotive reactions to the substance of the text, and the course you are about to take. Let us begin by sharing reactions from four past students to reading Counseling the Culturally Diverse and discuss their meaning for the students, and the implications for mental health practice.
Reactions to Reading Counseling the Culturally Diverse
Reaction #1
1. White Female Student:“How dare you and your fellow caustic co-author express such vitriol against my people? You two are racists, but of a different color. . .I can't believe you two are counselors. Your book does nothing but to weaken our nationalism, our sense of unity and solidarity. If you don't like it here, leave my country. You are both spoiled hate-mongers who take advantage of our educational system by con ...
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 .
Response to bell hooks by buffy hamilton
This document provides a summary and reflection of Bell Hooks' chapter from her book Teaching to Transgress. The author discusses how the reading provided insight into understanding privilege and oppression. They realized biases they may hold unconsciously. The reading also emphasized the importance of praxis - taking action and reflecting critically. It prompted questions about who is oppressed in society and the role of critical theorists in understanding oppression.
White privileges
The document discusses white privilege and racial inequities in society. It provides examples of daily privileges that white people receive unconsciously, such as skin-toned bandages and hair products designed for white hair textures. While acknowledging these privileges exist, the document also argues that African Americans sometimes overstate the impact of racism or ignore statistics showing white people face legal disadvantages too, such as higher incarceration rates. The document aims to recognize real racial issues but also have a nuanced debate that considers multiple perspectives.
Invisible knapsack assignment 111
The document summarizes Mary Lee's critique of Peggy McIntosh's article "The Invisible Knapsack" regarding white privilege. McIntosh argues that white people unknowingly benefit from privileges conferred by invisible systems that people of color do not receive. Lee agrees with this analysis based on her own experiences facing discrimination as a Black woman. She believes educational leaders need revised ethics frameworks and codes of conduct to address racial inequities in schools and make fair decisions for diverse communities.
Intersectionality In Family
This document discusses intersectionality as a feminist sociological theory coined by Kimberlé Crenshaw. Intersectionality refers to the different forms of oppression experienced simultaneously by African American women due to their gender and race. The author compares discrimination to traffic flowing in many directions, where injury can result from sexism or racism alone or both combined. While categories of gender and race are intertwined, intersectionality captures the unique experience of black women that is greater than just the sum of sexism and racism. Crenshaw argues black women have an intersectional identity shaped by being both women and black. Intersectionality encompasses structural, political, and representational dimensions.
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 ...
Similar to White race privelage (11)
OBSTACLES TO CULTURAL COMPETENCEUNDERSTANDING RESISTANCE TO MULTIC.docx
OBSTACLES TO CULTURAL COMPETENCEUNDERSTANDING RESISTANCE TO MULTIC.docx
White Privilege Unpacking the Invisible KnapsackBy Peggy Mc.docx
White Privilege Unpacking the Invisible KnapsackBy Peggy Mc.docx
White Privilege Unpacking the Invisible Backpack by Pegg.docx
White Privilege Unpacking the Invisible Backpack by Pegg.docx
White Privilege Unpacking the Invisible Backpack by Pegg.docx
White Privilege Unpacking the Invisible Backpack by Pegg.docx
White Privilege Unpacking the Invisible Backpack by Pegg.docx
White Privilege Unpacking the Invisible Backpack by Pegg.docx
White Privilege Unpacking the Invisible Backpack by Pegg.docx
White Privilege Unpacking the Invisible Backpack by Pegg.docx
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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White race privelage
- 1. White Race Privilege Shanaya Crotts FYS100 Dr. Harold Blanco 2/22/16 While researching white privilege, I found that there were many different opinions and thoughts towards this subject. Many articles talked about how it should not exist. While others discussed their thoughts that being white is safer and actually does have many privileges. Each resource I read had a different definition for what white privilege. When it came to white privilege in college, there were not many articles speaking about the situation. But I did find many recourses on white privilege and how it affects my life. When I think of white privilege, the first question I ask myself is “Am I privileged as a white human?” While I would say that yes, I am privileged in some ways, I also believe that I am not privileged as well. As a college student, I spend hours upon hours looking for scholarships. One thing that I have noticed is that there are a lot of scholarships for black/African-American people. I can spend five hours looking for scholarships and only qualify for one but black/African-American people can apply for many just because of their color. Also, in our student center, there is a specified computer lab for black people to use. Where is my computer lab with free printing as a white human? From where I am at in life right now, I do not believe that I am very privileged as a white woman at all. I am being condemned and denied because I am white. If that is not a form of racism then I do not know what is. I also understand that I am somewhat privileged because I am white. I am not doubting the fact that I am. But since I am in school, being white and privileged is not something that goes together in my mind.
- 2. While reading through many of the articles, I noticed that I was only looking at the part of white privilege that I had a strong opinion about. I also only picked out the parts of “white privilege” that offended me. Reading these articles made me realize that being white is much more of a privilege than I thought. I learned that I do not have to deal with the thought of being discriminated against every day of my life because of my color. I am lucky to be a white female because I do not get looked at differently and I am not looked at as lower. There were also some articles that talked about how white privilege is not a race issue but a class issue. I also agree with this statement. I would not say that all white people are privileged especially with every situation that they face. Each of the articles or sections of books that I read through taught me something different about white privilege. It is a movement/idea and it does exist. While reading through the book “Notes of a Racial Caste Baby: Color Blindness and the End of Affirmative Action”, I realized that as much as I want to think that white privilege does not exist…it does. This book mentions how we cannot just forget that racism towards black people never happened and that we are all equal, because we are not. White privilege does exist. In conclusion, my opinion on this topic has changed. After doing my research and actually learning what white privilege is and what it means to other people, I realized that being white is not such a bad thing after all. These resources provided me with adequate information on white privilege. Each resource was peer reviewed and had been written by great authors who knew what they were speaking about. They all opened my eyes to how white privilege affects me and what it can actually mean to me. Although one article explained that this was not a race issue but a social one, the article still agreed taught me that white privilege exists and it means something. Over all, I believe that the recourses I found allowed me to learn that white privilege
- 3. means much more than being able to do certain things because you are white. It is symbol of what this country has been through and what it is still going through. BIBLIOGRAPHY Boatright-Horowitz, Su L., Marisa E. Marraccini, and Yvette Harps-Logan. "Teaching Antiracism: College Students' Emotional and Cognitive Reactions to Learning about White Privilege." Journal of Black Studies 43.8 (2012): 893-911. Web. Kohnert, Kathryn. "One Insider's Reflections on White Privilege, Race and their Professional Relevance."Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations 20.2 (2013): 41. Web. Feagin, J. R. Notes of a Racial Caste Baby: Color Blindness and the End of Affirmative Action. 34 Vol. Middletown: American Library Association dba CHOICE, 1997. Web.