Oppression and Privilege: Toward a Relational Conceptualization of Race

White Privilege, Oppression, and Racial Identity Development: Implications for Supervision

“…Because Whites generally view their beliefs and actions as normative and neutral (Akintunde, 1999), they fail to identify Whiteness as a racial identity (Lucal, 1996) and cite historical examples of the inferiority of other racial or ethnic minorities in government policies, academic assertions, and public opinion to sustain power (Vera et al, 1996). White privilege is an invisible and overlooked condition.…”

“…White privilege is an invisible and overlooked condition. It is often lived but not recognized by Whites and greatly influences and limits racial interactions (Lucal, 1996), guides appropriate ways of living for society (Sleeter, 1993), and gives Whites entitlement to take the initiative in discussing or refusing to discuss racism and oppression (Frye, 1983). In addition, Whites create social and cognitive fictions to maintain, explain, and rationalize differential treatment and subordination of other groups (Vera et al .. 1996) and to sustain the myth of meritocracy.…”

“…In addition, Whites create social and cognitive fictions to maintain, explain, and rationalize differential treatment and subordination of other groups (Vera et al .. 1996) and to sustain the myth of meritocracy. which is a myth of equality and democracy for all (Lucal, 1996;Mclntosh, 1988). Some obstacles to addressing and altering White privilege rest in faulty assumptions Whites use to validate privilege.…”

Újra a rendi helyzetekről - II. rész. A rendi helyzetek típusai

“…E munkák a fajok vonatkozásában főleg a fehér faj privilégiumait hangsúlyozzák a színes fajok elnyomásával, diszkriminálásával szemben (lásd pl. : Weis 1993;Murray-Smith 1995;Lucal 1996;McIntosh 1998;Babb 1998;Steinberg 2001;Black-Stone 2005;Kendall 2006;Black-Stone-Hutchinson-Suarez 2007;Pease 2010: 108-127;Todd-McConnell-Suffrin 2014). A nemek vonatkozásába a férfiak privilegizált helyzetére szintén jelentős figyelem irányul, a nők elnyomásával, diszkriminálásával szemben (lásd pl.…”

Who Has the Advantages in My Intended Career?

“…While simulations and exercises help students to imagine what it is like to occupy the shoes of members of more disadvantaged groups, students also may be allowed to maintain their beliefs that inequalities do not affect them personally. When privileged students are asked to imagine how disadvantaged groups experience inequality, students are inclined to reinforce oppressive structures by focusing on gender as equally oppressive for both men and women (Kleinmann et al 2006) and how race is used only to subordinate minority groups (Lucal 1996). As a result, students learn about oppressed groups without fully acknowledging the privilege of advantaged groups.…”