Monday, May 2, 2016

Possible Solutions for Privilege

In the simplest form, privilege refers to unearned advantage; something that you are born with rather than something that you must work for. Arguably, the most common form of privilege is white privilege which refers to the specific advantages associated with being categorized as white. In the United States,“whiteness is an unmarked identity; whereas blacks, Latinos, Asians, and Native Americans are constantly reminded of their race” (Golash-Boza 52). This concept derives from earlier work by W.E.B. DuBois (1868-1963), who observed that "white workers in the United States over time came to see themselves as white like their bosses, as opposed to developing working-class solidarity with recently freed black slaves" (Golash-Boza 51). Overtime other historians and sociologists have built upon his original observations. When mentioning race in the modern day United States, people are referring to non-whites because the idea of "whiteness" has become normalized. In order to propose solutions to combating white privilege, we must recognize why it is important to think about. Race & Racisms provided the following reasons:

  1. If we want to understand racial oppression, it is crucial to understand how it looks from the other side.
  2. White privilege often remains invisible, and by bringing it to light we can develop a better understanding of how racism works in our society.
  3. It is important to keep in mind that not all whites experience privilege in the same way (53).
After reading the class textbook and numerous articles in the news about real instances of white privilege in effect, I have come up with a few probable solutions to this issue.
  1. Include education about race and ethnicity in school curriculum to help prevent the development of racial prejudice. Possibly in a workshop form that is mandatory for all students. 
  2. Improve workplace culture by implementing the laws designed to counter racial discrimination. Increase consequences for those that do not follow legislation.
  3. Draw attention to racial issues in the United States, as opposed to neglecting them. Encourage discussion about privilege and racism to improve understanding about how this is embedded in our society instead of avoiding the "uncomfortable topic."
  4. Encourage people to become active/observant bystanders and stand up for fairness when there is clear racial bias.
  5. Use social media to publicize racial inequality and inspire others to promote equality through movements such as "Black Lives Matter."

Golash-Boza, T. M. (2016). Race & Racisms: A Critical Approach. New York, NY: Oxford University Press.

3 comments:

  1. Interesting solutions. Privilege is hard to get at and the best tactics, other than educating people about the existence of privilege, seem to be to eliminate discrimination and inequality, which makes racial privilege either irrelevant or non-existent. I wonder at what age we should start the education. Children start seeing race, but not constructing any meaning around it, at age 4. Also, I agree completely that we all need to get involved in Black Lives Matter and not try to change it to be something else. BlackLivesMatter!

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    1. I would say that it should be introduced early on in education, preferably during elementary school. By the time students are enrolled in elementary school(Grades 1-5), they are beginning to notice and understand things better.

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  2. While critical thinking skills largely develop around the age of 8, having that 'early immersion' would create the framework for the development of a more culturally inclusive mindset. I would probably structure the course around the idea of difference and cultural differences, and demonstrating that we can appreciate others for them. However, I do agree that for a course on Race and Ethnicity, students should be in the 3rd or 4th grade to be able to understand these issues and their existence.

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