Privilege

Discussion or Journal Questions

1. What was most surprising/challenging/compelling for you in reading this section? Why?

2. When we study topics like race, gender, and sexuality, we often think first about the oppressed (people of color; women; LGBTQ people; etc.). Why is that?

3. Identify the various systems of privilege introduced in this section. Is it possible for someone to experience both oppression and privilege in their life? What factors make it difficult to recognize that?

4. McIntosh distinguishes between unearned advantage and conferred dominance. Does this distinction work when applied to other systems of privilege besides race and gender?

5. While research on privilege has been a growing field in the social sciences and humanities, its introduction to the public has largely come from the media. The first three chapters provide insight into the debates that occasionally flare up in the media. What do you think are some of the factors that make this a controversial public topic? After completing the Social Identity Development Activity below, try to place each of the three authors into a specific stage, and explain why.

Personal Connections

The following questions and activities are designed to be completed either on your own or in class, and then discussed as a group. As you share your insights with others, think about the patterns and similarities that emerge, as well as the differences among your answers.

A. Identifying Yourself

Considering some of the most significant social identity categories examined in this text (race, gender, sexual orientation, class, religion, and ability), which have you thought about most in terms of their importance in your own life? Why? Which system of privilege have you thought about least? Why? Has the relative importance of these identities in your life changed over time at all? Or in different contexts?

B. Examining Your Privilege

Part One provided a number of chapters that list or identify privileges associated with specific social identities. Select another category of privilege (class, religion, age, or cisgender), and create a list of the often invisible privileges afforded to this group.

C. Locating Yourself

Social Identity Development Theory describes the identity development process for members of privileged and oppressed identity groups. Identity is more complex than this overview suggests. People may not move neatly from one stage to the next and may experience several stages simultaneously; some may even backslide. Nevertheless, reflecting upon these stages can be a useful tool for self-reflection. As you read about the developmental process, select two of your own social identities to examine, with at least one being a privileged social group identity (white, heterosexual, able-bodied, etc.). Write a two- to three-page discussion of where you see yourself in terms of these two identities and why.

Social Identity Development Stages

Social identities to consider: race, gender, class, sexual identity, ability/disability, nationality

Stage I: Naive

At this stage people are just becoming aware of differences between self and members of other social groups, are unaware of the complex codes of appropriate behavior, and are learning what it means to be a member of their social group. Numerous events transform and socialize children to accept their group’s privileged or oppressed position. Significant socializers include family, education, media, religion, etc.

Stage II: Acceptance

This stage represents some degree of internalization (not necessarily conscious) of the dominant culture’s ideology. At this stage, hierarchical systems of privilege appear natural, “the way things are.” Codes of appropriate behavior are mostly internalized. Individuals engage in blaming the victim, and may dismiss experiences that contradict what they have internalized.

Stage III: Resistance

This stage represents a paradigm shift. People are likely to enter this stage by questioning previously accepted “truths” about the way things are, and gain increased awareness of the existence of privilege/oppression. As a result of new knowledge that challenges their previously accepted ideology and self-definition, people entering resistance begin formulating new views and challenging social factors that have shaped their identity. People become more skilled at identifying oppression and privilege, may begin experiencing conflict with others, and experience strong emotions including anger, pain, shame, and more.

Stage IV: Redefinition

In this stage, people begin developing an identity liberated from the hierarchy of oppression and privilege. They might isolate themselves as they begin developing a positive social identity and locate aspects of their culture and social group that are affirming. Members of oppressed social identity groups may seek the company of others in their group and at the same stage of identity development.

Stage V: Internalization

This stage represents an ongoing process of internalizing and integrating the new sense of social identity into various facets of one’s life until it becomes natural. It may involve renegotiating relationships and interactions with significant people in their lives, as well as cultivating greater empathy for oppressed groups. There is no end to this stage; rather, people continue to grow stronger and more secure with their new consciousness, even if it is not valued by others.

Numerous authors have developed social identity models. This version is adapted from Diane Goodman, Promoting Diversity and Social Justice: Educating People from Privileged Groups, 2nd ed. (New York: Routledge, 2011).