THERE ARE TWO QUESTIONS IN THIS DOCUMENT , LABEL EACH WITH HEADINGS. 3 APA CITATION IS REQUIRED FOR EACH QUESTION. 2 FROM READINGGS AND 1 EXTERNAM SOURCE.
1. DISCUSSION 1
WHAT DOES IT MEAN TO HAVE PRIVILEDGE
This week’s resources focused on two concepts: privilege and intersectionality. Privilege is the idea that our society values some identities over others and assigns those higher-value identities more power and prestige than others. An obvious example of this is rich over poor (or upper class over everyone else). In the US, people of the highest economic status have more political power and more social prestige than those of the lower ones. Many other identity characteristics, like age, gender, sexuality, race, disability, level of education, marital status, and so on have similar divisions between high- and low-prestige states.
Intersectionality is the idea that people have more than one identity characteristic and the way that those interact can increase or decrease the level of advantage or disadvantage that an individual (or group of individuals) experiences in a situation.
Use and cite at least two of this week’s resources in your responses to the following questions:
· Identify one part of your identity where you may have privilege relative to others. How is your privilege demonstrated? Using terms from this week’s resources, why is it important to understand that you have privilege in this area?
· Identify one part of your identity where you are at a disadvantage relative to others. How is your lack of privilege demonstrated? Using terms from this week’s resources, what does this reveal about our society?
· Do you have equal privilege (or lack of privilege) in all situations? Why or why not?
1. DISCUSSION 2
AGEISM AND IMPLICIT BIAS
The resources for this week explore implicit bias and how it differs from prejudice. They also examine ageism and the implications of this injustice. While these two topics may not seem to directly relate to each other, the readings for the week will demonstrate the connections between them.
To begin, go to the Project Implicit website (https://implicit.harvard.edu/implicit/selectatest.html). Take the Age IAT and make a note of how you score and what percentage of IAT takers fall into the same category that you do. If you do not fall into the most common group, make a note of what that one is, as well. If you are unable to complete the IAT for any reason, please click
for a set of sample results you can use for this discussion.
Then, using concepts and information from at least two of the required readings, answer the following questions:
2. What was the most common result on the Age IAT? Were you surprised by this? Why or why not?
3. What are some of the stereotypes
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Full Text Word Count:
White privilege: Unpacking the invisible knapsack.
Independent School. Winter90, Vol. 49 Issue 2, p31. 5p.
DISCRIMINATION in education
UNIVERSITIES & colleges
Provides insights on the existence of privileges for the white population
in academes. Daily effects of white privilege; Factors that shape white
privilege; Types of privileges; Association of strength and power with
WHITE PRIVILEGE: UNPACKING THE INVISIBLE KNAPSACK
I was taught to see racism only in individual
acts of meanness, not in invisible systems
conferring dominance on my group.
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 overprivileged, 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 that amount to taboos surround
the subject of advantages that 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 that was similarly denied and
protected. As a white person, I realized I had been taught about racism as something that puts others at a
disadvantage, but had been taught not to see one of its corollary aspects, white privilege, which puts me at an
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 that 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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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 less
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