privilege, power, difference, and us

Johnson, Allan

doi:10.4324/9780429494802-12

Cited by 131 publications

(211 citation statements)

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“…So what is oppression? Although there are various definitions (e.g., Barker, 2003;Collins, 1993;Davis, 2002;Deutsch, 2006;Frye, 1983;Gil, 1994;Johnson, 2002aJohnson, , 2002bYoung, 1990), all of them center on the notion that groups of people have unequal power (oppression as a state) and the more dominant groups use their power to exert violence on, exploit, marginalize, deny equal rights from, and inferiorize the dominated groups (oppression as a process). For example, Prilleltensky and Gonick (1996) conceptualize oppression as follows:…”

mentioning

confidence: 99%

Internalized Racism: A Systematic Review of the Psychological Literature on Racism's Most Insidious Consequence

David

Schroeder

Fernandez

2019

Journal of Social Issues

149

153

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Racism is often thought of as existing and operating at the interpersonal and institutional levels. One aspect of racism that has been relatively forgotten, however, is its internalized component: racism that exists and operates at the internalized level. Surprisingly, even psychology—the field that is arguably best equipped to study the internalized component of racism—seems to have lagged in investigating and addressing this construct. Thus, we conducted a systematic literature review of psychological work on internalized racial oppression to better understand what is currently known, what the recent surge in scholarship has contributed, and where the research and service gaps are in order to identify areas for future growth. Overall, psychological attention on internalized racism seems to be increasing, and there have been some exciting conceptual (e.g., cognitive behavioral conceptualization, moving toward “appropriated racial oppression”) and empirical (e.g., development of scales, correlates with mental health variables) developments. However, our review also revealed a need for more work that: (1) utilizes qualitative or mixed methods; (2) focuses on the experiences of different racial and ethnic groups; (3) investigates how internalized racism intersects with other forms of internalized oppression; (4) clarifies the connection of internalized racism with other theoretically similar phenomena; and (5) incorporates social justice and advocacy in clinical and community services to balance unequal power dynamics that perpetuate racism—the root cause of internalized racism.

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confidence: 99%

Internalized Racism: A Systematic Review of the Psychological Literature on Racism's Most Insidious Consequence

David

Schroeder

Fernandez

2019

Journal of Social Issues

149

153

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“…Yet many of us have also benefited from privileges that have helped us arrive at our current positions at the front of a college STEM classroom. Privileges are elements of our identities that provide us with unrequested advantages and make it more likely for us to find success and belonging in a particular social system (Johnson, 2006). Though we cannot change the circumstances that we were born into or the historical events that shaped our current social systems, it is important to acknowledge that our own sets of privileges can influence our experiences and paths in ways that differ from someone who does not share the same privileges.…”

Section: Privilege and Belonging In The College Stem Classroommentioning

confidence: 99%

Toward Inclusive STEM Classrooms: What Personal Role Do Faculty Play?

Killpack

Melón

2016

LSE

115

104

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“…Part of what the notion of privilege reminds us of in our feminist work is that, as Allan G. Johnson () writes, “To do something about the trouble around difference, we have to talk about it, but most of the time we don't, because it feels too risky. This is true for just about everyone, but especially for members of privileged categories” (p. 83).…”

Section: Privilegementioning

confidence: 99%

Ways of Doing: Feminist Educational Development

Gravett

Bernhagen

2018

To Improve the Academy

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In response to the recent special call in To Improve the Academy, we offer the following collaborative essay that describes how feminism is our characterizing perspective on educational development. The essay details various, interrelated facets of feminism that inform our work in the field: gender, intersectionality, power, privilege, standpoint theory, and collaboration. Not only do these facets characterize our own feminist approach to educational development—from consultations to organizational development to publications—but, we argue, they also align well with the values and approaches of the field as a whole.

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privilege, power, difference, and us

Cited by 131 publications

References 0 publications

Internalized Racism: A Systematic Review of the Psychological Literature on Racism's Most Insidious Consequence

Internalized Racism: A Systematic Review of the Psychological Literature on Racism's Most Insidious Consequence

Toward Inclusive STEM Classrooms: What Personal Role Do Faculty Play?

Ways of Doing: Feminist Educational Development

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