One of the study's authors said that this demonstrates the importance of nuance, and recognizing individual differences, when teaching about white privilege. Robin DiAngelo created the term "white fragility". DiAngelo defines these behaviors as white fragility. For example, DiAngelo observed in her studies that some white people, when confronted with racial issues concerning white privilege, may respond with dismissal, distress, or other defensive responses because they may feel personally implicated in white supremacy.
She also writes that white privilege is very rarely discussed and that even multicultural education courses tend to use vocabulary that further obfuscates racial privilege and defines race as something that only concerns blacks. She suggests using loaded terminology with negative connotations to people of color adds to the cycle of white privilege,. It is far more the norm for these courses and programs to use racially coded language such as 'urban,' 'inner city,' and 'disadvantaged' but to rarely use 'white' or 'overadvantaged' or 'privileged. She does say, however, that defensiveness and discomfort from white people in response to being confronted with racial issues is not irrational but rather is often driven by subconscious, sometimes even well-meaning, attitudes toward racism.
Gina Crosley-Corcoran in her Huffington Post article, "Explaining White Privilege to a Broke White Person", says that she was initially hostile to the idea that she had white privilege, initially believing, "my white skin didn't do shit to prevent me from experiencing poverty", until she was directed to read Peggy McIntosh 's "Unpacking the invisible knapsack". According to Crosley-Corcoran, "the concept of intersectionality recognizes that people can be privileged in some ways and definitely not privileged in others". White privilege functions differently in different places.
A person's white skin will not be an asset to them in every conceivable place or situation. White people are also a global minority, and this fact affects the experiences they have outside of their home areas. Nevertheless, some people who use the term "white privilege" describe it as a worldwide phenomenon, resulting from the history of colonialism by white Western Europeans. One author states that American white men are privileged almost everywhere in the world, even though many countries have never been colonized by Western Europeans.
In some accounts, global white privilege is related to American exceptionalism and hegemony. Some scholars attribute white privilege, which they describe as informal racism, to the formal racism i. Wildman writes that many Americans who advocate a merit-based, race-free worldview do not acknowledge the systems of privilege which have benefited them. For example, many Americans rely on a social or financial inheritance from previous generations, an inheritance unlikely to be forthcoming if one's ancestors were slaves.
In the middle of the 20th century, the government subsidized white homeownership through the Federal Housing Administration , but not homeownership by minorities. According to Roderick Harrison "wealth is a measure of cumulative advantage or disadvantage" and "the fact that black and Hispanic wealth is a fraction of white wealth also reflects a history of discrimination". Over the past 40 years, there has been less formal discrimination in America ; the inequality in wealth between racial groups however, is still extant.
Thomas Shapiro wrote that wealth is passed along from generation to generation, giving whites a better "starting point" in life than other races.
According to Shapiro, many whites receive financial assistance from their parents allowing them to live beyond their income. This, in turn, enables them to buy houses and major assets which aid in the accumulation of wealth. Since houses in white neighborhoods appreciate faster, even African Americans who are able to overcome their "starting point" are unlikely to accumulate wealth as fast as whites. Shapiro asserts this is a continual cycle from which whites consistently benefit.
Racialized employment networks can benefit whites at the expense of non-white minorities. Royster compared black and white males who graduated from the same school with the same skills. In looking at their success with school-work transition and working experiences, she found that white graduates were more often employed in skilled trades, earned more, held higher status positions, received more promotions and experienced shorter periods of unemployment. Since all other factors were similar, the differences in employment experiences were attributed to race.
Royster concluded that the primary cause of these racial differences was due to social networking.
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The concept of "who you know" seemed just as important to these graduates as "what you know". According to the distinctiveness theory, posited by University of Kentucky professor Ajay Mehra and colleagues, people identify with other people who share similar characteristics which are otherwise rare in their environment; women identify more with women, whites with other whites. Because of this, Mehra finds that white males tend to be highly central in their social networks due to their numbers.
According to Royster, "these ideologies provide a contemporary deathblow to working-class black men's chances of establishing a foothold in the traditional trades. This concept is similar to the theory created by Mark Granovetter which analyzes the importance of social networking and interpersonal ties with his paper "The Strength of Weak Ties" and his other economic sociology work. Other research shows that there is a correlation between a person's name and his or her likelihood of receiving a call back for a job interview.
Black and Latino college graduates are less likely than white graduates to end up in a management position even when other factors such as age, experience, and academic records are similar. Cheryl Harris relates whiteness to the idea of "racialized privilege" in the article "Whiteness as Property": she describes it as "a type of status in which white racial identity provided the basis for allocating societal benefits both private and public and character".
Daniel Furber and Suzanne Sherry argue that the proportion of Jews and Asians who are successful relative to the white male population poses an intractable puzzle for proponents of what they call "radical multiculturism", who they say overemphasize the role of sex and race in American society. Discrimination in housing policies was formalized in under the Federal Housing Act which provided government credit to private lending for home buyers.
The "single greatest source of wealth" for white Americans is the growth in value in their owner-occupied homes. The family wealth so generated is the most important contribution to wealth disparity between black and white Americans. Brown, Carnoey and Oppenheimer, in "Whitewashing Race: The Myth of a Color-Blind Society," write that the financial inequities created by discriminatory housing practices also have an ongoing effect on young black families, since the net worth of one's parents is the best predictor of one's own net worth, so discriminatory financial policies of the past contribute to race-correlated financial inequities of today.
According to Stephanie Wildman and Ruth Olson, education policies in the US have contributed to the construction and reinforcement of white privilege. This can increase white students' initial educational advantage, magnifying the "unequal classroom experience of African American students" and minorities.
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Williams and Rivers b showed that test instructions in Standard English disadvantaged the black child and that if the language of the test is put in familiar labels without training or coaching, the child's performances on the tests increase significantly. According to Janet E. Helms traditional psychological and academic assessment is based on skills that are considered important within white, western, middle-class culture, but which may not be salient or valued within African-American culture.
These students are segregated for the majority of the school day, taught by uncertified teachers, and do not receive high school diplomas. Wanda Blanchett has said that white students have consistently privileged interactions with the special education system, which provides 'non-normal' whites with the resources they need to benefit from the mainline white educational structure. Since most states determine school funding based on property taxes, [ citation needed ] schools in wealthier neighborhoods receive more funding per student.
This will ensure better technology in predominantly white schools, smaller class sizes and better quality teachers, giving white students opportunities for a better education. Inequalities in wealth and housing allow a higher proportion of white parents the option to move to better school districts or afford to put their children in private schools if they do not approve of the neighborhood's schools. Some studies have claimed that minority students are less likely to be placed in honors classes, even when justified by test scores.
In discussing unequal test scores between public school students, opinion columnist Matt Rosenberg laments the Seattle Public Schools' emphasis on "institutional racism" and "white privilege":. The disparity is not simply a matter of color: School District data indicate income, English-language proficiency and home stability are also important correlates to achievement By promoting the "white privilege" canard and by designing a student indoctrination plan, the Seattle School District is putting retrograde, leftist politics ahead of academics, while the perpetrators of "white privilege" are minimizing the capabilities of minorities.
Conservative scholar  Shelby Steele believes that the effects of white privilege are exaggerated, saying that blacks may incorrectly blame their personal failures on white oppression, and that there are many "minority privileges": "If I'm a black high school student today There is a hunger in this society to do right racially, to not be racist. Anthony P. Carnevale and Jeff Strohl show that whites have a better opportunity at getting into selective schools, while African Americans and Hispanics usually end up going to open access schools and have a lower chance of receiving a bachelor's degree.
In a news story, Fox News reported, "A controversial plus page manual used by the military to train its Equal Opportunity officers teaches that 'healthy, white, heterosexual, Christian' men hold an unfair advantage over other races, and warns in great detail about a so-called 'White Male Club. The manual, which was obtained by Fox News, also instructs troops to 'support the leadership of non-white people. Do this consistently, but not uncritically,' the manual states.
White privilege was legally enshrined in South Africa through apartheid. Apartheid was institutionalized in and lasted formally into the early s.
Under apartheid, racial privilege was not only socially meaningful—it became bureaucratically regulated. Many scholars say that 'whiteness' still corresponds to a set of social advantages in South Africa, and conventionally refer to these advantages as "white privilege". The system of white privilege applies both to the way a person is treated by others and to a set of behaviors, affects, and thoughts, which can be learned and reinforced.
These elements of "whiteness" establish social status and guarantee advantages for some people, without directly relying on skin color or other aspects of a person's appearance. Indigenous Australians were historically excluded from the process that lead to the federation of Australia , and the White Australia policy restricted the freedoms for non-white people, particularly with respect to immigration. Indigenous people were governed by the Aborigines Protection Board and treated as a separate underclass of non-citizens. Holly Randell-Moon has said that news media are geared towards white people and their interests and that this is an example of white privilege.
Some scholars [ who? These scholars [ who? This privilege contrasts with the separation of Indigenous Australians from other indigenous peoples in southeast Asia. White privilege varies across places and situations. Ray Minniecon, director of Crossroads Aboriginal Ministries, described the city of Sydney specifically as "the most alien and inhospitable place of all to Aboriginal culture and people. Studies of white privilege in Australia have increased since the late s, with several books published on the history of how whiteness became a dominant identity.
Aileen Moreton-Robinson's Talkin' Up to the White Woman is a critique of unexamined white privilege in the Australian feminist movement. From Wikipedia, the free encyclopedia. General forms. Related topics. Main article: Critical race theory. Further information: Racial wage gap in the United States. Further information: Racial achievement gap in the United States.
Angry white male Bumiputera Malaysia Christian privilege Dominant culture Ethnic penalty First World privilege Glass ceiling Heterosexism Identity politics Kyriarchy Media bias Missing white woman syndrome Nadir of American race relations Privilege social inequality Racism in horror films Reverse discrimination Social stratification Whiteness theory. Independent School, Winter90, Vol. Journal of Social Philosophy. Journal of Advanced Nursing. International Labor and Working-Class History.
Theory and Research in Education. November 1, The Advocate. Retrieved January 23, Inside Higher Ed. Retrieved January 19, In Ponterotto, J. Annals of the Association of American Geographers. International Journal of Critical Indigenous Studies. The Weekly Standard. First described by Peggy McIntosh in the late s, white privilege basically describes somewhat hidden advantages that white people in our society enjoy, that they did not earn.
It absolutely describes an actual phenomenon. Her most basic examples ring true. White people do see themselves represented more often in our culture and history, and rarely are the only person who looks the way they do in rooms where power exists. Encyclopedia of Diversity in Education. New Directions for Adult and Continuing Education. Race Ethnicity and Education. Allen, "A Call. John Brown Memorial Pilgrimage. Cultural Logic. July , pp. The New Yorker. Retrieved May 14, Wellesley: Center for Research on Women, Perspectives Magazine.
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Racism: What It Is and What It Isn’t
June Harvard Law Review. Teaching Sociology. Arthur April European Journal of Social Psychology. Archived from the original on January 6, Retrieved July 19, Personality and Social Psychology Bulletin. Archived from the original PDF on May 22, Retrieved April 15, Greater Good.
For White Students, How to Talk about Race
Greater Good Science Center. Retrieved June 4, Journal of Experimental Psychology: General. The Huffington Post. Retrieved September 30, The International Journal of Critical Pedagogy. Retrieved March 27, Retrieved October 12, A study of lived experiences in the making of multicultural and global educators". Teaching and Teacher Education. Although white, middle class Americans may experience outsider status as expatriates in another country, there are few places on the planet where white male Americans are not privileged through their language, relative wealth and global political power.
American Apartheid: Segregation and the Making of the Underclass. Harvard University Press. Finally, racism by no means captures all of what can go wrong in the domain of race. There is a much larger terrain of moral ills in the racial domain than racism itself, and we should draw on our manifold linguistic resources — racial insensitivity, failure to recognize racial identity, racial ignorance, racial anxiety, racial injustice, racial homogenization, and so on — to express and describe moral disvalue in this domain.
Unable to display preview. Download preview PDF. Skip to main content. Advertisement Hide. This process is experimental and the keywords may be updated as the learning algorithm improves. This is a preview of subscription content, log in to check access. Boston Globe , April Black, white officers cited in noose incident, p. Google Scholar. Blum, L. Margalit, A. The decent society.
Miles, R. London: Routledge. Morrow, L. Nuechterlein, J. Schofield, J. Black and white in school: Trust, tension, or tolerance? New York: Teachers College Press. Schuman, H.