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1. Assignment - Exploring the Meaning of "Privilege" due Saturday, Feb...
Assignment - Exploring the Meaning of "Privilege"
due Saturday, Feb 4th
Note: The directions for this "Assignment" involves reading two items. I have highlighted
each of those items
in yellow.
Note: This style of "Assignment" is different than the two previous ones (i.e. "Re-spect",
"Inclusion,
Exclusion, and Marginalization"), which involved writing stories about your life
experiences.
This "Assignment" involves reading two sources, and explaining what they mean. (You are
not required to
agree with everything in a reading; you just need to understand it.)
Also, because it involves reading sources, then writing about them, this "Assignment" will
take more time than
the previous two.
Part One: Clarifying what "privilege" is - and is not: an article
Over the past couple of years, beginning with the murder of George Floyd, I've been
involved in a variety of
conversations about "white privilege" (and read/heard many other conversations).
Such conversations are often full of emotions of various kinds - which are important to
listen to and seek to
understand.
Such conversations also contain a whole range of different perspectives on not only about
"white privilege"
means, but about what "privilege" in general means - some perspectives that are (at least
fairly) accurate, and
some perspectives are inaccurate (and often significantly so).
The handout entitled "What Privilege Really Means (And Doesn't Mean)" offers, I believe,
some helpful
perspectives
Please read through this handout, and then answer the following question.
Question: Imagine having a conversation with someone in your life (e.g. a family member, a
friend, a

2. classmate, a co-worker, a member of a faith community to which you may belong) about the
meaning and
impact of "privilege", and what can be done to address it . . . to create more re-spectful
relationships, and more
authentically-inclusive communities/society.
In your own words, explain at least two ideas from the handout that you would try to
communicate with them,
and, for each idea, explain why you chose that idea. (please use a separate paragraph for
each idea - 5
sentences minimum for each idea)
Part Two: Reflecting on the ways that "privilege" functions in our daily lives (some pages
from a
textbook)
This part of the Assignment is focused on a handout entitled "What Privilege looks like in
everyday life
(excerpt from Privilege, Power, and Difference)".
The heading on the first page of the handout is: "What Privilege Looks Like in Everyday
Life", which starts on
the middle of page 26.
The author begins by referring to the work of Peggy McIntosh, stating that:
"privilege shows up in the details of everyday life in almost every social situation" (p. 26)
He then indicates that he is going to provide examples of various kinds of privilege -
specifically, he is going to
focus on examples related to "gender, race, sexual orientation, and disability status". (p. 26)
You may recall from the course syllabus that we will be focusing on issues related to
classism, racism, sexism,
heterosexism, and ableism, so the examples he gives over the next several pages can serve
as an introduction to
four of those topics. (During a class period next week, you will have the opportunity to look
at examples of
classism.)
He states clearly that the examples he will be sharing are not just his opinion; rather, they
are based on
quantitative data (e.g. the use of statistics) and/or qualitative data (e.g. stories of people's
experiences).
He then encourages us, "as [we] read through the list [of examples]", to keep the following
perspectives in
mind:
◼ "Many of these examples of privilege . . . apply to multiple dominant [or, advantaged]
groups, such as
men, whites, and [those who are] nondisabled." He uses the term "intersectional" to refer to
the fact that
while "each form [of privilege] has its own history and dynamics, . . . they are connected to

3. one another
and have much in common." (p.26)
◼ "Each example might vary depending on other characteristics a person has." (p. 27) He
uses the example
of the advantages that someone who is a man might receive in a workplace, but that
someone who is
also white and heterosexually-oriented will likely have a greater amount of advantages than
someone
who, although they are also a man, might have fewer, if any, advantages because they are a
person of
color and/or an LGBT person.
◼ "These examples describe how privilege loads the odds in favor of whole categories of
people", but that
does not mean that they are necessarily true "in every situation and for every individual,
including you."
(p. 27)
Scroll down
Take some time to read through each of the examples on pages 27-31 carefully.
As you read each example, try to think of concrete situations in which the example might
occur - and how the
example might feel to someone who is privileged by it, compared to how it might feel to
someone who is
disadvantaged by it.
Example (from p. 30): People who are male, white, heterosexual, cisgender, or without
disabilities can usually assume that
national heroes, success models, and other figures held up for public admiration will share
their [identity].
Carefully consider: What might it be like to be heterosexually-oriented, and thus be able to
assume that people held up as
role-models by our community/society are also heterosexually oriented? What might it be
like to be an LGBT person, and
rarely, if ever, see people held up as role-models by our community/society who are LGBT
persons?
Question: Answer at least two the following questions, drawing on the examples in the
reading involved in this
"Part" of the Assignment (5 sentences minimum per question)
(Obviously, if you choose a question in which you personally have experiences of such
marginalization/
exclusion, you can respond to that question from personal experience.)
◼ When you reflect on what it might be like to be a person whose gender
identity/expression is other than
man/masculine - who is marginalized/excluded by this list of experiences described in the
text - how do

4. you think a person's life might be affected?
◼ When you reflect on what it might be like to be a person of color who is
marginalized/excluded by this
list of experiences described in the text, how do you think a person's life might be affected?
◼ When you reflect on what it might be like to be an LGBTQ+ person who is
marginalized/excluded by
this list of experiences described in the text, how do you think a person's life might be
affected?
◼ When you reflect on what it might be like to be a person with a disability (either
physically or in terms
of mental health issues) to be marginalized/excluded by this list of experiences described in
the text,
how do you think a person's life might be affected?
Total points for Part One and Part Two: 10 points
Assignment - Exploring the Meaning of "Privilege"
due Saturday, Feb 4th
Note: The directions for this "Assignment" involves reading two items. I have highlighted
each of those items
in yellow.
Note: This style of "Assignment" is different than the two previous ones (i.e. "Re-spect",
"Inclusion,
Exclusion, and Marginalization"), which involved writing stories about your life
experiences.
This "Assignment" involves reading two sources, and explaining what they mean. (You are
not required to
agree with everything in a reading; you just need to understand it.)
Also, because it involves reading sources, then writing about them, this "Assignment" will
take more time than
the previous two.
Part One: Clarifying what "privilege" is - and is not: an article
Over the past couple of years, beginning with the murder of George Floyd, I've been
involved in a variety of
conversations about "white privilege" (and read/heard many other conversations).
Such conversations are often full of emotions of various kinds - which are important to
listen to and seek to
understand.
Such conversations also contain a whole range of different perspectives on not only about
"white privilege"
means, but about what "privilege" in general means - some perspectives that are (at least
fairly) accurate, and
some perspectives are inaccurate (and often significantly so).
The handout entitled "What Privilege Really Means (And Doesn't Mean)" offers, I believe,
some helpful

5. perspectives
Please read through this handout, and then answer the following question.
Question: Imagine having a conversation with someone in your life (e.g. a family member, a
friend, a
classmate, a co-worker, a member of a faith community to which you may belong) about the
meaning and
impact of "privilege", and what can be done to address it . . . to create more re-spectful
relationships, and more
authentically-inclusive communities/society.
In your own words, explain at least two ideas from the handout that you would try to
communicate with them,
and, for each idea, explain why you chose that idea. (please use a separate paragraph for
each idea - 5
sentences minimum for each idea)
Part Two: Reflecting on the ways that "privilege" functions in our daily lives (some pages
from a
textbook)
This part of the Assignment is focused on a handout entitled "What Privilege looks like in
everyday life
(excerpt from Privilege, Power, and Difference)".
The heading on the first page of the handout is: "What Privilege Looks Like in Everyday
Life", which starts on
the middle of page 26.
The author begins by referring to the work of Peggy McIntosh, stating that:
"privilege shows up in the details of everyday life in almost every social situation" (p. 26)
He then indicates that he is going to provide examples of various kinds of privilege -
specifically, he is going to
focus on examples related to "gender, race, sexual orientation, and disability status". (p. 26)
You may recall from the course syllabus that we will be focusing on issues related to
classism, racism, sexism,
heterosexism, and ableism, so the examples he gives over the next several pages can serve
as an introduction to
four of those topics. (During a class period next week, you will have the opportunity to look
at examples of
classism.)
He states clearly that the examples he will be sharing are not just his opinion; rather, they
are based on
quantitative data (e.g. the use of statistics) and/or qualitative data (e.g. stories of people's
experiences).
He then encourages us, "as [we] read through the list [of examples]", to keep the following
perspectives in
mind:
◼ "Many of these examples of privilege . . . apply to multiple dominant [or, advantaged]

6. groups, such as
men, whites, and [those who are] nondisabled." He uses the term "intersectional" to refer to
the fact that
while "each form [of privilege] has its own history and dynamics, . . . they are connected to
one another
and have much in common." (p.26)
◼ "Each example might vary depending on other characteristics a person has." (p. 27) He
uses the example
of the advantages that someone who is a man might receive in a workplace, but that
someone who is
also white and heterosexually-oriented will likely have a greater amount of advantages than
someone
who, although they are also a man, might have fewer, if any, advantages because they are a
person of
color and/or an LGBT person.
◼ "These examples describe how privilege loads the odds in favor of whole categories of
people", but that
does not mean that they are necessarily true "in every situation and for every individual,
including you."
(p. 27)
Scroll down
Take some time to read through each of the examples on pages 27-31 carefully.
As you read each example, try to think of concrete situations in which the example might
occur - and how the
example might feel to someone who is privileged by it, compared to how it might feel to
someone who is
disadvantaged by it.
Example (from p. 30): People who are male, white, heterosexual, cisgender, or without
disabilities can usually assume that
national heroes, success models, and other figures held up for public admiration will share
their [identity].
Carefully consider: What might it be like to be heterosexually-oriented, and thus be able to
assume that people held up as
role-models by our community/society are also heterosexually oriented? What might it be
like to be an LGBT person, and
rarely, if ever, see people held up as role-models by our community/society who are LGBT
persons?
Question: Answer at least two the following questions, drawing on the examples in the
reading involved in this
"Part" of the Assignment (5 sentences minimum per question)
(Obviously, if you choose a question in which you personally have experiences of such
marginalization/
exclusion, you can respond to that question from personal experience.)

7. ◼ When you reflect on what it might be like to be a person whose gender
identity/expression is other than
man/masculine - who is marginalized/excluded by this list of experiences described in the
text - how do
you think a person's life might be affected?
◼ When you reflect on what it might be like to be a person of color who is
marginalized/excluded by this
list of experiences described in the text, how do you think a person's life might be affected?
◼ When you reflect on what it might be like to be an LGBTQ+ person who is
marginalized/excluded by
this list of experiences described in the text, how do you think a person's life might be
affected?
◼ When you reflect on what it might be like to be a person with a disability (either
physically or in terms
of mental health issues) to be marginalized/excluded by this list of experiences described in
the text,
how do you think a person's life might be affected?
Total points for Part One and Part Two: 10 points
Reference:
What Privilege Really Means (And Doesn't Mean)
Excerpted and adapted from an article entitled:
"What Privilege Really Means (And Doesn't Mean) - To Clear Up Your Doubts Once and For
All
https://everydayfeminism.com/2015/07/what-privilege-really-means/
July 21, 2015 / Maisha Z. Johnson
Introduction
Have you read/heard, or even had conversations, about "privilege"?
How have you responded when the form of privilege being discussed is a form of privilege
that you have access
to?
Have you thought that "having privilege means that you're a bad person . . .
. . . or that you haven't had struggles . . .
. . . or that you haven't worked hard for what you have? . . .
Having privilege does not mean any of those things.
Unfortunately, common misconceptions about privilege are so widespread that they
frequently shut down our
opportunities to understand and be accountable for our part in society's injustice.
Some people say that [we] shouldn't even use the word "privilege" because [it makes people
feel
uncomfortable. It can] immediately shuts down conversations with [others] who feel guilty,
blamed, or even
attacked at the mere mention of the word.
But talking about privilege isn't supposed to be comfortable.

8. In fact, that discomfort you feel can help [us] be aware of inequality and check [ourselves]
when [we're]
supporting it.
We'll never be able to change the everyday ways we all contribute to injustice if we can't
talk about [the forms
of privilege we have] - if we automatically reject the idea that it exists because we don't
understand it. . . .
I bet if we examine the discomfort instead of avoiding it, we'll find that [at least] some of the
uneasiness
[we] feel actually comes from some mistaken ideas about what privilege is and isn't. . . .
Here [are some key perspectives about] what having privilege means and doesn't mean."
Important Note: While a significant portion of this article is focused on the ways in which
"privilege" is
harmful, there are also some key points about:
n (highlighted in blue) how our relationships, communities, and society can be better . . .
how they can
enable all of us not only to survive, but to thrive
n (highlighted in purple) how each of us can act to participate in the process of creating that
better way of
living
"1. Having Privilege Doesn't Mean You're a Bad Person
. . . When someone says you have privilege, it can feel like they're accusing you of
deliberately taking
[resources and opportunities] from oppressed groups.
And if you're making an effort to actively fight oppression, it [can] feel even worse - [as if]
you're trying your
best, but people are still accusing you of doing something wrong.
But having privilege isn't about deliberately demanding something - it's just about the
circumstances of
your life that give you benefits you never asked for.
For instance, I have privilege as a temporarily able-bodied person. I don't want to live in a
world where I get
accommodations that disabled people don't have access to, but the truth is that I do.
That's not my fault. But I recognize that I benefit from it and I should do something about it,
because everyone
deserves access to basic resources [and opportunities]. . . .
[In order to learn how to participate in working for everyone to have access to such
resources and
opportunities], I can't just focus all the attention on my own guilt - I have to help center* the
voices of
people [with disabilities] who spread knowledge about how [all of us] can do better. The
liberation [of
people with disabilities] is what disability rights are all about."

9. * the phrase "center the voices" is used as a reminder that, whenever exploring how to
address an issue of
privilege and oppression, it's important for those of us who have that particular form of
privilege to recognize and
support the capacity of those of us who are oppressed by it to play a central, even
leadership, role in creating the
solutions - in other words, to "act-with" people who experience the oppression, rather than
to "do-for" them
"2. Having Privilege Means There's a Whole System at Work
Privilege is not about individuals being bad people, but it is about entire systems, [made up
of "structural
factors"], that favor some groups and put down others.
These systems - like ableism, white supremacy, and classism - get structural support from
laws, the media, and
policies that affect our lives every day. Most of us aren't taught that these systems, [made up
of "structural
factors"], are such an influential part of how the world works.
We [are socialized in this US society to believe] that everyone can work hard to earn
rewards, pull themselves
up by their bootstraps to gain wealth, and be a decent person to get respect.
So finding out that your privilege gives you a head start in achieving these things can be
shocking - [like
the video about the students throwing balls of paper into the waste basket]. It challenges
what you've
always thought to be true.
That's why, to a certain extent, it makes sense that you haven't always been aware of your
privilege, and even
that it's hard to get used to the idea of having it.
[If I have able-bodied privilege], I'm not required to be aware of ableism, or even how I
participate in it, in
order to survive - which is part of my able-bodied privilege. I can do things like find housing
that
accommodates my physical needs without worrying about potential landlords
discriminating against my ability.
But thanks to the hard work of [people working for the inclusion of people with disabilities],
I know that the
system of ableism exists - so if I don't commit to learning about and intentionally avoiding it,
then I'm
probably unintentionally causing harm.
3. Having Privilege Doesn't Mean You Haven't Experienced Oppression in Other Ways
"I don't feel privileged."
I've heard this time and time again from people learning about their privilege. And actually,
I believe it.

10. Because we're not taught to be aware of our privilege (keeping us in the dark is part of what
keeps those
oppressive systems in place), and because there are all kinds of systems of oppression
working against all of us.
So having one type of privilege doesn't mean you're not oppressed in other ways.
Many poor white folks who learn about white privilege, for example, resist the idea -
because they've struggled
financially, which makes life really hard. It's difficult to grasp how you could've possibly
benefited from
privilege when all you've known is struggle.
Your white privilege doesn't erase those struggles.
Just like white supremacy is a system that hurts people of color, classism is a very real
system that affects poor
white people's lives in very real ways.
So if you're poor and white, it's true that you don't enjoy as many benefits as wealthy white
people do. Unlike
someone who can easily buy food, you might be so desperate to feed your family that you
risk something illegal
like robbing a store.
But that doesn't mean you don't have white privilege - like a smaller chance of being
arrested, incarcerated, or
killed for taking such a risk.
4. Privilege Can Come in More Than One Form - And So Can Oppression
For many people, oppression shows up in more than one form.
For instance, every poor person faces barriers when they're trying to find work, such as the
inability to afford
the clothes required to fit into a "professional" work environment.
But a poor person of color also has to deal with racial discrimination that makes a potential
employer more
likely to call a white applicant back than to give them a chance. A poor woman also faces
workplace
sexism that has potential employers judge her as less competent and less hirable than a
man.
That doesn't mean a poor white man would necessarily have an easy time finding work -
because he still has to
deal with classism. And he could face other identity-based discrimination too, like ableism . .
. or homophobia.
But systems of oppression don't work in isolation. They work together* . . .
So for a poor Black woman looking for a job, classism, racism, and sexism all work together
against her."
* when we recognize that systems of oppression "work together" - that someone who
experiences one form of
oppression (say, racism) may also experience another form of oppression (say,

11. experiencing poverty), or that
someone who experiences a form of oppression (say, racism) may also experience a
different form of privilege
(say, having significant wealth) - we are recognizing what is referred to as
"intersectionality"
"[5]. Having Privilege Doesn't Mean You Didn't Work Hard or You Should Feel Bad About
Your Good
Fortune
Say you're a man who's been successful in a competitive STEM field. You're happy with the
money and
recognition you've earned, feeling proud of your hard work, and then somebody tells you
that your male
privilege has helped you get to where you are today.
You cringe at the implications - are they saying you haven't worked hard for what you have?
Or that you
should feel guilty about your good fortune?
No. It's true that sexist ideas discourage girls and women from STEM subjects, giving you
more access to your
field than a woman has.
But that doesn't mean that you don't deserve your success. It means that everyone deserves
the access you
have, regardless of gender.
Nobody should be discouraged or excluded from any field because of who they are.
[6.] Having Privilege Means A Lot of People Can't Access What You Have, No Matter How
Hard They
Work
Of course, it takes hard work to gain success in any field, no matter who you are.
But for some people, systems of oppression keep success out of reach even if they do work
hard.
People who society treats as feminine, for instance, get messages throughout their lives
telling them they're not
smart enough or good enough at math and science for STEM careers.
If they can overcome those messages to pursue STEM careers, they still face a culture [that
discriminates
against and oppresses women], devalu[ing] their skills, and treats them as less capable and
less intelligent than
people treated as masculine.
Some [people] dismiss the idea of privilege by pointing to exceptions to the rule.
For example, LaNell Williams [a black woman] recently graduated with a bachelors degree
in physics, and
she'll begin a masters/PhD program in the fall. As a Black woman, she's pushed through
both sexist and racist
barriers that keep women and people of color out of physics. So she's proving that it's

12. possible for a Black
woman to succeed.
But consider the context: In 39 years, US physics doctorates went to 66 African-American
women - and 22,172
white men. Williams is quite an exception.
Clearly, it's not only hard work that determines your chances of getting one of those
doctorates.
The circumstance of being a white man helps, too. And everyone deserves an equal chance.
[7]. Having Privilege Doesn't Mean You're Not a Unique Individual
Do you ever feel like someone's making a generalization about you when they say you have
privilege?
. . . . Talking about white privilege, as if every white person has the same experience, looks
like painting a lot
of people with a broad brush.
If you're a white ally* who does your best to avoid being racist, for instance, you might feel a
little insulted
about being grouped in with an overtly racist white person who has the same white
privilege that you do."
* the term "ally" refers to someone who has a form of privilege that is working-with (not
just doing-for) people
who are oppressed by that form of privilege to create a more inclusive community/society
Having privilege doesn't erase your individuality.
There are white people who are well aware of their privilege, and working actively to be
accountable to it.
There are white people who have no idea what the term "privilege" means. There are white
people who know
about it and actively reject the idea in favor of racist views.
All have white privilege. But that doesn't mean they're all the same.
[8]. Pointing Out Privilege Doesn't Mean Hating On the People Who Have It
[As an example, realize that] pointing out male privilege and advocating for gender equality
isn't about
trying to bring men down.
Bringing attention to the (often invisible) ways that men get respect simply because they're
men helps us realize
that the opposite is true: Women often don't get respect simply because we're women.
You certainly don't have to hate men to believe that people of all genders deserve respect.
[9]. Pointing Out Privilege Means Supporting the Privileged Group to Be Fully Human
In general, having privilege seems like a pretty sweet ride - getting access to unearned
benefits is a really good
deal.
But in the end, the systems upholding privilege hurt all of us, including dominant groups.
This is another reason that pointing out male privilege is quite the opposite of hating men:
Gender

13. equality means everyone, including men, gets the support they need.
To access the benefits of male privilege, men have to conform to a toxic ideal of masculinity.
They're
surrounded by messages like "men don't cry" and "man up," setting them up with damaging
expectations.
The truth is, nobody fits perfectly into the gender role society demands for them. The idea
that we have to fit
gender norms in order to be valuable harms all of us, even men with privilege.
Getting rid of these toxic ideas about gender would help everyone flourish as their true
selves, free from
society's rigid rules.
[10]. Having Privilege Doesn't Mean There's Nothing You Can Do About It
Guilt is a feeling that can leave you without taking action.
Recognizing your privilege can bring up hopelessness, the sense that there's nothing you
can do about it.
But if you're a white ally and people of color call on you to recognize your privilege, they're
saying that
there is something you can do about it. You don't have to just simmer in your white guilt. . . .
Instead of guilt, you can respond to your privilege with [compassion].
Learn what it would take for everyone to have the access you have and do your part to make
it happen.
[11]. Having Privilege Means You Have a Choice About What to Do with It
. . . [When I am marginalized/excluded by some form of "privilege" - such as if I have either a
physical or
psychological form of disability] -- I don't have a choice about whether I want to face [the
oppression of
"ableism" or not].
When it comes to the ways [you or] I have privilege, on the other hand, I do have a choice in
the matter.
And you do, too.
You [or I can] look away, enjoy the benefits of [our] privilege and ignore the inequalities
that harm people who
aren't like [us].
Or [we] can step up to the responsibility of using [our] privilege for good.
[We] can
n support policies that give everyone access to the resources they need and deserve
n center the voices of people who are marginalized in multiple ways, so they can lead [the]
movements to
[address] the roots of the structural oppression that harms us all.
[Conclusion]
[So I invite you to] embrace the uncomfortable realities of what it really mean to have
privilege. That's
the [compassion] that can help fuel the fire for the change that will, in the end, benefit all of

14. us.
This is hard work - and just like having privilege doesn't mean your life has been easy, I'm
not going to say
that navigating your privilege will be easy.
But here's one thing I know about [each one of us]: as a human being, [we have] struggled
[in various
ways], just like every other human has struggled. . . .
So I know you can face hard truths. With what you know about your privilege, you can make
an effort to
thoughtfully navigate your position in the world without causing harm.
Do this with compassion for yourself, and empathy for others, and you'll be well on your
way to making the
best possible impact on your own life and on the world around you.