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The caste system in India traditionally confers immense prestige to upper caste Brahmins and severely curtails the backward castes. In spite of institutional efforts to diminish caste-based discrimination, several contemporary studies underscore the invisible ways in which caste operates. The central question that this article asks is, 'How do Brahmins maintain and assert their privilege today?'. Focusing on the Brahmin residents of Deulpota (village in West Bengal) and rural Brahmin migrants in Kolkata (city), I trace their social networks to learn about how Brahmins subtly maintain their status and privilege in day-to-day life. I argue that Brahmins form and maintain social networks in ways which innocuously preserve their privileges through social capital accessed from diverse asymmetrical relations. These privileges and advantages are sustained through Brahmins' networks of the instrumental kind. Wealthy Brahmins forge these relations to preserve their social position, their family lineage and to control the subordinates while the struggling resource-poor Brahmins use their caste position to cope with impediments of their class status. As such, this study shows how being Brahmin allows for easier access to important instrumental relations (which are not merely caste-based) and resources embedded in them. [ABSTRACT FROM AUTHOR]

This anthropological study focuses on spatially ordered dimensions of sociocultural life in Kontula, a suburban housing estate located at the urban margins of Helsinki, Finland. With a notorious reputation since its construction in the 1960s, it has come to represent the numerous ills of contemporary urbanity, from poverty and substance abuse to failed immigration policies. Its urban transformation is explored as the entanglement of imagination and materiality, a make-believe space that privileges neither the social constructionist nor the purely materialist perspective. I study the everyday life of its inhabitants as recurring and routinized episodes, occasionally interrupted by events that disturb its embodied flow and force inhabitants to reflect upon their spatially situated practices. I argue that the everyday encounters in rapidly transforming Kontula are simultaneously experienced as absurd and ordinary, and constitute the ordering principles of its affective geography. [ABSTRACT FROM AUTHOR]

As a function of their race, gender, class, and other social categories, long-standing privileges in social hierarchies have been afforded to some groups of people to the detriment of others. Recently, scholars have made considerable headway studying the social gains made by disadvantaged groups, including a better understanding of how relatively advantaged groups (e.g., White people; men) often pushback against and resist shifts in group-based power or prestige. The present body of work curates social psychological perspectives on the sense of privilege lost, the belief that one's dominant group is losing ground to other groups. Here, we outline several dominant themes emerging from scholars in this field, including a better understanding of the psychological nature of group-based threat reactions, and for whom such demographic/power changes are deemed troubling, thus triggering pushback. We make recommendations for shaping future research on the perceived loss of group status and power. [ABSTRACT FROM AUTHOR]

In this performance autoethnography, the writer explores how a person, a young woman, opens her eyes to the occupation of the Palestinian territories, patriarchal values, her social privilege and her positioning as both oppressed and as an oppressor. The writer attempts to sequence her personal and sexual biographies, while resisting the dichotomies of personal/political, privilege/oppressive, and pleasure/pain; contextualizing one's sexual, gendered, and ethnic body, at different positions of ignoring and resisting power relations. [ABSTRACT FROM AUTHOR]

This article discusses key findings from edu LIFE, a cross-national project that examined the emergence of social inequalities in 17 countries characterized by different models of secondary education. First, we build upon existing international studies and propose a broader classification of forms of differentiation in secondary education. Second, we elaborate a fourfold typology of secondary education systems. Third, we provide a longitudinal and comparative analysis of how social background, academic performance, and forms of secondary schooling create heterogeneous educational opportunities for recent generations. In particular, we discuss: (1) the allocation of students to different forms of secondary schooling; (2) student mobility among different types of education; and (3) the consequences of differentiation in secondary schooling for students' educational careers. Our findings suggest that, on average, more privileged families successfully exploit the opportunities provided by specific institutional configurations of school systems in order to secure the most favourable outcomes for their children. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including recursive dialogical relationship with concrete; concepts of power and privilege; and variety of genres of inquiry and forms of research dissemination.

Research increasingly acknowledges the far-reaching impact of social class and the many ways in which it can meaningfully shape individuals' work and working lives. As such, social class and concomitant class privilege represent relevant and necessary content for the management classroom. In this paper, we begin by offering an overview of select research addressing social class and work, which helps to emphasize the significance of social class in organizational life. Next, to help educators bring "class" into the management classroom, we present teaching resources from across disciplines. We also advocate for educator reflexivity, the development of broader vocabularies around social class, and engagement with activities that increase students' understanding of class-based inequalities at the individual, institutional, and social or cultural levels. Overall, we bring together research and resources that relate to social class and work, to not only inspire and inform management educators, but also to offer resources that help students prepare for navigating a class-diverse workplace. [ABSTRACT FROM AUTHOR]

This paper takes as its starting point the question of whether there is an inherent tension between co-production and critique. Whilst the former requires engagement, proximity, situatedness, an inclusive definition of expertise and an action-orientation, the latter has traditionally been equated with disengagement, distance, academic expertise and theory-building. Tracing both the critique of co-production and the critique of critique, I suggest that co-producing critique could be one basis for rescuing both from their detractors. Drawing on my experiences in the Realising Just Cities programme (2010–2020), I argue that co-producing critique from within the university requires designing boundary spaces, intermediating between knowledge claims and balancing between articulated and attributed values for co-production. This gives rise to co-production as an epistemic praxis, not method, characterised by boundary work, epistemic choreography and triple shifting. I argue that whilst academics should argue for altogether different kinds of institutions, there is also value in recognising how we are tethered to our institutions. More attention should be paid to choreographing universities into, rather than out, of critical-engaged work, in order to mobilise their privilege and position for social justice. [ABSTRACT FROM AUTHOR]

Inspired by a Danez Smith poem, this essay is a 'little prayer' for LGBTQIA+ people and organizers to be able to collectively grieve the family and friends they have lost, the relations they had to end, the social privileges they never had, or lost before and after sharing their queerness. It argues for the militant force of this slow-paced, ghostly, and ambiguous grief in queer lives, and in the LGBTQIA+ movements in Turkey and elsewhere. The author draws on 4 years of organizing at Boysan ' s House – a living memory space, and community hub in Istanbul – and the 12-hour oral history conducted with Mother Sema, who has been mobilizing her motherhood and her grief as a pro-LGBTQIA+ organizer since 2006. The essay suggests that ambiguous grief can be relearned and re-membered as a radically transformative force that is already constitutive of queer communities. It situates the histories and presents of Mother Sema and Boysan's House amid diverse experiences of resilience and resistance through motherhood, queer kin making, and mourning. In so doing, the essay builds on the militant activisms of the Saturday Mothers/People, the Peace Mothers, the organized family members of LGBTQIA+ people, and the trans communities in Turkey. It is thus an inquiry into ways of housing and transforming ambiguous grief in the LGBTQIA+ movement, in the post-July 2016 coup attempt Turkey. [ABSTRACT FROM AUTHOR]

Although there seems a willingness to adopt pedagogical approaches that address the complexity of team games, there is little guidance as to how. Transforming coaching practice does not happen overnight, therefore developing non-linear approaches to coaching assumes the development of new knowledge. These approaches to coaching privilege social interaction and the use of questioning in the coaching process, which is far removed from the traditional approach to coaching. Greater exploration is needed as to how to support coaches in developing their application of non-linear coaching practices to support transformative coach learning. Research identified the challenges coaches face when trying to incorporate questioning into their practice. Recognising the pedagogical nature of coaching, this paper draws on Lev Vygotsky to support coaches in improving their coaching with game-centred approaches and the use of questioning. The study aim was to improve my practice as a coach educator to enhance rugby coaches' understanding and application of the game-centred approach. It involved a group of six student rugby coaches. Using action research, coaches delivered an 11-week rugby programme to a class of year 5 children. Findings emphasised the importance of social interaction, privileging the use of language in developing coach autonomy. Providing time to build a collaborative relationship between the educator and coach assisted coach development. The major contribution this paper makes is to illustrate the value of effective questioning. The importance of questioning cannot be understated in coaching and coach education, with it leading to social interaction and facilitating opportunities to develop co-construction of new knowledge. [ABSTRACT FROM AUTHOR]

We need new ways of making the everyday world visible through disruptive empirical methodologies that privilege social justice and utopian acts of critical imagination. [ABSTRACT FROM AUTHOR]

This article reports on the findings from a qualitative, longitudinal study on lay perceptions of opportunity structures among young adults in Denmark. Previous research suggests that people often underestimate the extent of inequality and that rising inequality aggravates misperceptions. Our study deepens the understanding of the multi-layered processes that form meritocratic beliefs, and it identifies key factors at the macro-, meso- and micro-level. A macro-level factor that proved influential was a cultural script revolving around the Danish lay concept, social arv [social inheritance]. At the meso level, the factor of reference groups in socio-economic heterogeneous schools was instrumental for formations of inequality perceptions, but in dissimilar ways depending on micro-level subjective factors. Overall, the participants viewed the free educational system in Denmark as part of a welfare system that equalises opportunity structures in principle, while the majority simultaneously exhibited a nuanced awareness of social forces negating meritocracy in practice. [ABSTRACT FROM AUTHOR]

A core claim of sociological theory is that modern institutions fall short of their meritocratic ideals, whereby rewards should be allocated based on achievement-related criteria. Instead, high-status actors often experience a "status advantage": they are rewarded disproportionately to the quality of their performance. We develop and test a theory of status advantage in meritocratic settings. The most influential model in past research derives status advantage from decision-makers' tendency to infer quality from status when quality is uncertain. The theory developed here integrates and extends this and other theories to explain the emergence of status advantage in the many meritocratic contexts where the decision-maker's personal, first-order sense of quality is less important to the decision. We argue that in such contexts, decision-makers must often coordinate with others to make the "best" decision, and thus they focus on the "third-order inference" problem of discerning who or what "most people" think is higher quality, as encoded in status beliefs. Three experiments demonstrate that under such conditions, status advantages can emerge even though (1) status information does not resolve uncertainty about quality; (2) the status belief is illegitimate; and (3) no party to the decision personally prefers the higher-status option. The theory implies that status hierarchies are resilient in the face of significant dissent but may be subject to public challenge. [ABSTRACT FROM AUTHOR]

This paper examines vulnerability in the context of affluence and privilege. It focuses on the 1991 Oakland Hills Firestorm in California, USA to examine long-term lived experiences of the disaster. Vulnerability is typically understood as a condition besetting poor and marginalized communities. Frequently ignored in these discussions are the experiences of those who live in more affluent areas. This paper seeks to more closely explain vulnerability at its interface with affluence. The aim is to challenge uncritical explanations of vulnerability. We also offer alternative ways of conceptualizing vulnerability as a material condition and social construct that acknowledges broader cultural, ecological, and economic conditions, which may offset, maintain or deepen true risk exposure. Drawing on in-depth interviews with residents and emergency service managers, the paper presents a suite of vulnerability categories that intersect to create two concomitant and competing conditions. First, vulnerability is variegated between households within communities, including those in more affluent areas. Second, household vulnerability is collectively altered, and oftentimes reduced, by the broader affluent community within which individual households reside. By paying closer attention to the Affluence–Vulnerability Interface the paper reveals a recursive process, which is significant in the context of building more disaster resilient communities. [ABSTRACT FROM AUTHOR]

This article reports on a research project which focused on the aspirations and identities of students in an international school. Ten boys and ten girls were interviewed using semi-structured and photo-elicitation interviews. This research indicates convincingly that socio-economic background and international capital are crucial factors framing and influencing young people’s aspirations. This study shows that in the worlds of these ‘third’ and ‘fourth’ culture young people, identities are not at all ‘fragmented’, as has been previously claimed. Additionally, the participants are very similar owing to their privilege, and are not naïve about their own advantage. This study might help schools maximize on the international experiences of students to reflect on their global citizenship and altruism. This project has the possibility to help international school educators and leaders, who are active players in this culturally complex field, better support young people in their process of identity formation in a global society. [ABSTRACT FROM AUTHOR]

Group analysis privileges the social and political, aiming to address individual distress and 'disturbance' within a representation of the context it developed and persists in. Reproducing the presence and impact of racism in groups comes easily while creating conditions for reparation can be complicated. This is despite considerable contributions to the subject of racism by group analysts. By focusing on an unconscious, defensive manoeuvre I have observed in groups when black people describe racism in their lives, I hope to build upon the existing body of work. I will discuss the manoeuvre which I call the white mirror. I aim to theoretically elucidate the white mirror. I will argue that it can be understood as a vestigial trauma response with roots as far back as the invention of 'race'. Through racialized sedimentation in the social unconscious, it has been generationally transmitted into the present day. It emerges in an exacerbated way within the amplified space of analytic groups when there is ethnically-diverse membership. I argue it is inevitable and even essential that racism emerges in groups as a manifestation of members' racialized social unconscious including that of the conductor(s). This potentially offers opportunities for individual, group and societal reparation and healing. However, when narratives of racism are instead pushed to one side, regarded as a peripheral issue of concern only to minority black or other members of colour, I ask whether systems of segregation, ghettoization or colonization are replicated in analytic groups. This is the first of two articles about the white mirror. The second article which is also published in this issue highlights practice implications. [ABSTRACT FROM AUTHOR]

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In this article, we present the results of two studies that evaluated an experiential intersectionality awareness activity, C’est La Vie: The Game of Social Life. For Study 1 (N = 55), we content analyzed students’ short answer responses about inequality written before and after playing C’est La Vie. Study 2 compared a C’est La Vie treatment group (N = 179) to a lecture-as-usual control condition (N = 64). Across both studies, playing C’est La Vie was associated with an expanded awareness of privilege and structural inequality. Follow-up analyses with a subset of Study 2 control participants (N = 27) established that participants who were originally in the control group experienced gains in awareness of privilege and structural inequality (relative to pretest and the lecture-as-usual) only after being exposed to C’est La Vie. The results are interpreted within the context of an intersectionality framework. [ABSTRACT FROM AUTHOR]

Social class influences communication behaviors in a variety of ways, including, for example, norms regarding volume, silence, and language use. Communication typical of white-collar backgrounds is often privileged in social life, while communication common to blue-collar backgrounds is marginalized. However, organizational scholars rarely discuss such tendencies and their impact on research methods and findings. Indeed, as scholars, we are often trained that verbose, rich interview data is ideal for all qualitative organizational communication research, even as these standards implicitly privilege white-collar communication norms. In this study, scholars are called to reimagine the most commonly used method of qualitative data collection, interviews, in order to address implicit classed communication biases in qualitative organizational communication scholarship. As knowledge about discourse, materiality, and organizing continues to evolve in organizational communication, it is imperative that scholars develop more inclusive methods. We propose and discuss more inclusive methods of data collection that can involve unlearning biased approaches to methods, and consider specific techniques such as photovoice, linguistic pilot tests, and conscientious fieldwork. [ABSTRACT FROM AUTHOR]

The Ghetto Biennale was founded in 2009 by British photographer, filmmaker, and curator Leah Gordon in collaboration with members of the Haitian artist group Atis Rezistans. The biennale is rooted in considerations around contemporary art as a place of klas privilege and social exclusion. The organizers took on the complicated task of bringing together artists from different socioeconomic strata in a short-time residency project in an informal neighborhood. Many of the visiting artists produce art that can be described as a socially engaged artistic praxis. By analyzing the Ghetto Biennale as a curated social situation that produces artistic poverty tourism, I discuss the varied hierarchical inter- klas relationships between the participating visiting and local Haitian artists. These relationships are often informed, I argue, by the politics of pity and a competitive sentiment of touristic shame that produces in return critical suspicion and a spiral of moral accusation within the visiting artistic milieu: Who collaborates most sincerely and decently with inhabitants of a neighborhood living in abject poverty? The visiting artists try to escape this spiral by self-censoring all potential self-interests in their praxes through a renunciation of authority and authorship and by declaratively presenting their projects as altruistic spaces of community empowerment that give a voice to "subaltern" artists. The members of Atis Rezistans in this narrative are seen to be constantly at risk of further marginalization by powerful actors from higher socioeconomic strata. But they actively deploy their own agency by negotiating these politics of pity for their own socioeconomic benefits. [ABSTRACT FROM AUTHOR]

In this ecclesial reflection on Luke's account of the institution of the diaconate (Acts 6), I explore the thesis that ordained ministry is the church's instrument of self-criticism and self-correction in the face of the dynamics of privilege, exclusion, and inertia within the body of Christ. For Luke, the post-Pentecost Jerusalem church betrays a failed exodus from these dynamics, as becomes evident when it is discovered that the widows of the non-Palestinian seg-ment of the community have been neglected in the daily distribu-tion of food. The church responds by setting Stephen and six other diaspora Jews apart, not only to ensure future fairness, but (as Stephens sermon shows) to call the church and Israel to renewed exodus. I argue that this sets the pattern for all ordained ministry, and suggest that priesthood and episcopacy are best viewed as specific variations on diaconal ministry, grounded in diakonia [ABSTRACT FROM AUTHOR]

This study analyzes discourse about journalists' privilege and libel law from 1894 to 1897 to explain how the press articulated the public policy rationale for legal protection at a pivotal moment in journalism history. To illuminate the relationship between emerging professional values and ideas about law, it applies the analytical lens of institutionalism. The study argues that the public policy rationale that appeared in the legal discourse surrounding these key legal issues was both a function of principled professional identity–building and a means of "institutional maintenance" intended to protect the press's social status. [ABSTRACT FROM AUTHOR]

Although affluent youth can meet people from different social classes and learn about poverty while volunteering, some youth leave volunteer experiences without challenging their class privilege. Using in-depth interviews with forty affluent youth volunteers, the author identifies four ways that youth exercised agency in response to class privilege: evading class, employing equalizing discourses, blaming cultural capital, and challenging class privilege. Because these four strategies both resemble and diverge from strategies used to respond to white privilege, the author argues that discursive responses to privilege are not universal and vary according to the type of privilege being consolidated or challenged. Although positive cross-class interactions were necessary, they were not sufficient to spur youth to challenge class privilege. Youth were more likely to challenge class privilege when they volunteered for long periods of time and completed trainings that identified structural causes of poverty. [ABSTRACT FROM AUTHOR]

This mixed methods study investigated the impact of learning about homelessness on the civic development of privileged adolescents. Pre—post surveys, classroom observations, and qualitative interviews revealed that the participating adolescents developed a more complex understanding of the factors that contribute to homelessness; however, this deeper understanding of homelessness was not accompanied by a reconfiguring of participants’ beliefs about America’s opportunity structure. Instead, this study’s privileged adolescents defended their own positions within the existing class structure by invoking legitimizing, and naturalizing ideological frames. This resistance to social justice content impeded participating teens’ development of civic responsibility for fellow citizens contending with poverty and homelessness. [ABSTRACT FROM PUBLISHER]

Background/Context: To date, there has been little attention given to how privilege is produced and enacted. Privilege has been mainly conceptualized as the advantages that one group has over another. Purpose/Objective/Research Question/Focus of Study: In this article, the author seeks to move beyond current conceptions of privilege to explore the relationship between advantages and identity formation and to examine the ways in which students with schooling and life advantages actively construct privilege as a dimension or aspect of their identity. Research Design: To explore this connection between advantages and identity, the author examines the understandings of two affluent students attending an elite private high school about the differences in educational experiences between low-income and affluent students. These two students were part of a larger ethnographic study of the lessons that students at elite schools are taught about their place in the world, their relationships with others, and who they are. Findings/Results: The students' understandings reveal their use of particular ideological operations and modes to justify their own advantages in life and schooling, construct between-class divisions, establish within-class solidarity, and rationalize the disadvantages of Others. The author argues that these particular ideological operations and modes are not simply methods or competencies that affluent students know how to use but also formative elements of their respective identities. Conclusions/Recommendations: This analysis illustrates the way that these students construct their own privilege not, fundamentally, as what they have, but rather, as who they are. [ABSTRACT FROM AUTHOR]

This study examines the historical relationships among privilege, race, and learning disability (LD) diagnosis. Whereas recent research links disability diagnosis primarily with racial and socioeconomic disadvantage (assuming a "low road" to disability), it is argued that in the case of LD, privileged children initially received the most diagnoses (suggesting a "high road" to disability). Using California data from 1976, 1986, and 1998, this study explores causes of LD diagnosis by examining the effects of students' individual race and district-level minority proportion. Initially, LD diagnosis appears at markedly higher rates in low-minority districts. Over time, this effect diminishes, while the effect of individual race increases, with black and Hispanic students becoming increasingly likely to receive an LD diagnosis as compared to white students. This article then discusses the critical implications of these findings for disability studies, and the relationship of social privilege to parents' role in determining the identification and accommodation of disabilities. [ABSTRACT FROM AUTHOR]

Abstract: At the 2017 meeting of the Academy of Human Resource Development Annual Town Hall, four scholars discussed their diverse outlooks on the research and practice of career development in the Human Resource Development field. What follows in this curated collection of voices is a look into the perspective of each person who spoke at the 2017 Town Hall Meeting including their own personal story, beliefs, and philosophies on the current state and future promise of career development in HRD. A call to action is provide – including implications for practice – and a research agenda outlined. [ABSTRACT FROM AUTHOR]

The emerging subfield of stratification economics is a response to the orthodoxy's resistance to recognizing the role of racial and ethnic disparities and its penchant for adopting cultural explanations for intergroup differences. With this view, the literature on the racial wealth gap and its particular embrace of the Life Cycle Hypothesis (LCH) offers a clear example of this critique at work. Not only is the LCH incapable of explaining why the racial wealth gap is so much larger than the income gap, but its limitations restrict the range of explanations explored. As an alternative, this paper introduces the Wealth Privilege (WP) model. Unlike the LCH, the WP model can incorporate the effects of contemporary racism as well as the systemic sources that are a legacy of several centuries of racialized policies. Using evidence from the 2013 Survey of Consumer Finances (SCF), this article offers empirical corroboration as well. Since the SCF queries households on their attitudes toward saving and investment, this article investigates the extent that cultural differences explain the wealth gap. To limit the problem of skewness, which is inherent in wealth studies, the analysis uses an inverse hyperbolic-sine transformation of household net worth. The OLS regression results show scant support for key features of the LCH while demonstrating the importance of asset ownership and family support, both crucial facets of the WP model. Two different decomposition methods, Blinder - Oaxaca and DiNardo - Fortin - Lemieux, corroborate these conclusions. As wealth is easily transferable across generations, the evidence supports the contention that household wealth serves as a source of economic stratification as it functions to preserve and even widen the racial wealth gap. [ABSTRACT FROM AUTHOR]

We study the role of family wealth for children's educational achievement using novel Swedish register data. In particular, we focus on the relationship between grandparents' wealth and their grandchildren's educational achievement. Doing so allows us to reliably establish the independent role of wealth in contributing to long-term inequalities in opportunity. We use regression models with extensive controls to account for observed socioeconomic characteristics of families, cousin fixed effects to net out potentially unobserved grandparent effects, and marginal structural models to account for endogenous selection. We find substantial associations between grandparents' wealth and their grandchildren's grade point averages (GPA) in the 9th grade that are only partly mediated by parents' socioeconomic characteristics and wealth. Our findings indicate that family wealth inequality--even in a comparatively egalitarian context like Sweden--has profound consequences for the distribution of opportunity across multiple generations. We posit that our estimates of the long-term consequences of wealth inequality may be conservative for nations other than Sweden, like the United States, where family wealth--in addition to its insurance and normative functions--allows the direct purchase of educational quality and access. [ABSTRACT FROM AUTHOR]

This article considers how race and sexuality mutually inform the ways women experience their sense of belonging in sport. An examination of how white and heterosexual privilege structure belonging for 15 women rugby players in the sport finds that the ways in which some players assert their belonging runs the risk of reifying oppressive norms associated with heterosexual femininity and white privilege. This analysis provides a nuanced understanding of how individual women may rely on certain structures of domination to take up space in sport in ways that rely on and reproduce inequality. Although women rugby players may challenge norms of (white) heterosexual femininity, they experience these norms as mediated through their particular social locations. As a result, how women rugby players take up space in sport may be complicated by their specific relationship to social constructions of gender, sexuality, and race. [ABSTRACT FROM AUTHOR]

A broadly recognized sociological insight is that rising levels of individualism increasingly characterize a growing number of countries. This article examines the extent to which schooling is altered by, and transmits, this core cultural shift. It analyzes 476 secondary school social science textbooks from 78 countries from 1950 to 2011 to see whether they increasingly portray society as made up of agentic individual actors of all sorts (e.g., children, women, minorities). It is found that emphases on older social institutions remain stable, but there are striking worldwide increases in emphases on people, especially ones empowered with rights. This global peopling of social science instruction, especially strong in the recent neoliberal decades, characterizes every type of country and textbook analyzed, and occurs over and above other features of the sample. [ABSTRACT FROM AUTHOR]

This qualitative analysis describes the parallels between Carolyn Heilbrun’s nonfiction writing, her Amanda Cross novels, and Heilbrun’s real-life experiences as the first woman tenured at Columbia University amid the social movements of the 1960s and 1970s. Heilbrun’s nonfiction insightfully deconstructs gender issues in society. She turned to fiction as Amanda Cross, however, to expose the unrelenting differential privilege in the academy. Conflict theory, although not identified as such, permeates her writings, both novels and nonfiction. The underlying theme, differential privilege, is examined through four manifestations: response to war, women’s perspectives on women, the attitudes of the privileged toward others, especially men toward women, and the institutionalized privilege in the highly stratified practice of higher education. These observations remain relevant and applicable for dealing with today’s issues with differential privilege. [ABSTRACT FROM AUTHOR]

Citizenship is both a system of privilege and a source of social identity. This study examines whether there are disparities in psychological distress between citizens and noncitizens, and whether these disparities may be explained by markers of social disadvantage (e.g., poverty, discrimination) or perceptions of success in the United States (i.e., subjective social status). We analyze data from the Asian subsample (n = 2,095) of the National Latino and Asian American Study. The data show that noncitizens report greater psychological distress compared with naturalized citizens and native-born citizens after accounting for sociodemographics (e.g., age, gender, Asian subgroup), socioeconomic characteristics (education, employment, income-to-poverty ratio), immigration (e.g., interview language, years in the United States, acculturative stress), health care visits, and everyday discrimination. Preliminary evidence suggests that subjective social status may explain some of the disparities between naturalized citizen and noncitizen Asian Americans. [ABSTRACT FROM AUTHOR]

Researchers and policymakers argue that expanding college access is one way to increase opportunities for students who would become the first in their families to enroll in a postsecondary institution. This article uses measures of educational attainment in the previous two generations to consider whether parents’ own histories of educational mobility and reproduction explain inequalities in how students prepare for college. Results suggest differences across generational categories in the types of colleges to which students apply and in the effects of parent-student discussions about topics related to college planning. These differences are explained by distinguishing the resources some families acquire through upward mobility from the resources that accumulate in families where educational privileges have been previously reproduced. [ABSTRACT FROM AUTHOR]

How can access to public elementary schools of variable quality be justly distributed within a school district? Two reasonable criteria are: (a) that children should have equal opportunity to attend high-quality schools, and (b) school assignment policies should foster an overall increase in the number of high-quality schools. This article analyzes Boston Public Schools’ new school assignment plan in light of these criteria. It shows that Boston Public Schools’ plan violates equal opportunity by giving middle-class families privileged access to existing high-quality schools. Boston Public Schools arguably panders to more-advantaged families, however, in order to pull them into the system and deploy their economic, political, and social capital to increase the total number of high-quality schools. Is this ethically defensible? To answer this question, we need to develop an ethical theory of pandering: of privileging the interests and preferences of already unjustly privileged actors because the consequences tend to benefit everyone. Such a theory will need to be ethically pluralistic and weighted along a contextually sensitive continuum, rather than rendered in all-or-nothing terms. [ABSTRACT FROM PUBLISHER]

Attitudes toward gay rights have liberalized over the past few decades, but scholars know less about the extent to which individuals in the United States exhibit subtle forms of prejudice toward lesbians and gays. To help address this issue, we offer a conceptualization of formal rights and informal privileges. Using original data from a nationally representative survey experiment, we examine whether people distinguish between formal rights (e.g., partnership benefits) and informal privileges (e.g., public displays of affection) in their attitudes toward same-sex couples. Results show that heterosexuals are as willing to extend formal rights to same-sex couples as they are to unmarried heterosexual couples. However, they are less willing to grant informal privileges. Lesbians and gays are more willing to extend formal rights to same-sex couples, but they too are sometimes more supportive of informal privileges for heterosexual couples. We also find that heterosexuals’ attitudes toward marriage more closely align with their attitudes toward informal privileges than formal rights, whereas lesbians and gays view marriage similarly to both formal rights and informal privileges. Our findings highlight the need to examine multiple dimensions of sexual prejudice to help understand how informal types of prejudice persist as minority groups receive formal rights. [ABSTRACT FROM PUBLISHER]

This paper examines factors driving the agentic practices of young women who are privately educated. The analysis informing this paper comes from a three-year study, in which 91 young women aged 15-19 years were interviewed. Four private schools in one area of middle England participated in the research, and over half of the young women were re-interviewed 12-18 months later. Our starting point is the degree to which particular orientations within families are aligned to those being promoted within the various private schools in our study. The affective experiences of alignment but also of disorientation within and between the family and the school, drive significant forms of internal conversation ( Archer, 2003). In this paper we examine two kinds of internal conversations found within our study - one that is assured and optimistic, and another, which is more fractured. These different internal conversations lead to the emergence of differing projects of the self, expressed through practices that by their very nature of being committed to self-directed progress can be understood as being agentic. The consequences of these different projects of the self suggest that the reproduction of class privilege cannot be taken for granted - but is always provisional and contested, even among those who are privately educated. [ABSTRACT FROM AUTHOR]

Alongside literature on how crime and crime control reproduce racial inequality, less attention has been paid to how the social construction of crime reproduces masculine privilege. To address this gap, I examine 71 interviews with gun carriers. While gun carriers actively promote guns to women, they tend to assume a masculine perspective on crime by emphasizing fast, warlike violence perpetrated by strangers—the kinds of crime men, as opposed to women, are likely to face. Extending theories of vulnerability to gun politics, I argue that the social construction of crime is a key vehicle through which gender is reproduced. [ABSTRACT FROM AUTHOR]

Markets have been argued to be of central concern in marketing theory; nevertheless, the representations that depict what a market is, and how it works, remain understudied. To remedy the gap, this paper takes a qualitative in-depth approach to observe the representational objects that market research practitioners privilege when describing a market to their clients. The organizing of representational objects into market representations is studied through Latourian translations and assemblages. Four distinct dimensions of market representations are identified: frame, content, purpose, and approach. Tensions arise within those dimensions when managers privilege representational objects regarding: the frame of the market (exchange or nonexchange), what to include in the content of the representation (actors or practices), what purpose will be accomplished (ostensive or performative), and how to approach what is assembled (internal or external perspectives). This paper disentangles assemblages so that market representations can be qualified. [ABSTRACT FROM AUTHOR]

This autoethnography examines white privilege and systemic discrimination within contexts of my experiences as a white woman encountering workplace bullying, presented and examined on three levels. In sections marked “Then,” I integrate my own memories of my employment at AAA. In sections titled “Now,” I analyze my experiences through three interpretive lenses: first workplace bullying, then cultural enactments of gender discrimination, and finally white privilege theory to reinterpret the organizational dynamics that took place at AAA. In a section called “Next Time,” I present descriptions of what I would do differently given what I know now in the form of two letters. Throughout, I engage in self-investigation and self-implication. In short, through weaving together the past, present, and future of my experiences, sense-making, and theoretical prose, I examine the intersections of race, class, and gender in workplace bullying behaviors, to make sense of my experiences and to help others. [ABSTRACT FROM AUTHOR]

There has been limited empirical research on how individuals “do privilege.” As a result, our understandings are incomplete about how high-status groups continue reaping the benefits of privilege. Using data from fifty-two men in three white and four black fraternities at a predominately white institution, this paper demonstrates that visibility and accountability function as mechanisms of privilege. Because of a large community size, central fraternity house, and influential alumni, white fraternity men are afforded a hyper level of invisibility and unaccountability. Because of the small black community and the obligation black fraternity men perceive having to be the ideal black student, they reap a hyper level of visibility and accountability based on expectations from and interactions with a host of others (e.g., university officials, white students, black community, women). By showing how high-status whites epitomize an ideal white racial identity and preserve inter- and intraracial boundaries, we advance theoretical discussions on hegemonic whiteness. [ABSTRACT FROM AUTHOR]

Within a system of societal inequities, privilege consists of unearned advantages that are conferred on individuals based on membership or assumed membership in a dominant group. This article describes the relationship between privilege and oppression, dimensions of privilege, characteristics of privilege, costs of privilege, and resistance to awareness of privilege. Understanding of privilege can enhance counseling psychology practice, research, training, and professional organizations. The article concludes with recommendations for exploring privilege and a vision for systemic change. [ABSTRACT FROM PUBLISHER]

Postracialism pervades public discourse and positions race and racism as ancient history with little bearing on contemporary culture. This orientation impedes discourse on race in education, politics, media, and the workplace. As a consequence, postracialism thwarts the articulation of a successful politics of race and prevents movement toward racial justice. This essay identifies racial humor as an important site that might disrupt the impasse created by postracialism. Discussions of race have become labored in public discourse but humor has the capacity to counter the consequences of postracial ideologies. This essay considers the work of Stephen Colbert and his implicit critique of postracialism and Whiteness from the position of a White, male who ostensibly advocates postracialism. Although humor is always subject to varied interpretation, his political satire can be used to affirm progressive race-consciousness, reflect on the influence of racial constructions throughout history, expose White privilege, and refute reactionary White victim narratives. [ABSTRACT FROM PUBLISHER]

Who gives ethnographers the authority to do research? Whose bodies are in and/or out of researchers' practices or roles? In this performance autoethnography, I explore the (im)possibilities of these questions, pressing concerns that remain interconnected with discussions of ethnographic reflexivity. I convey how, despite the rise of conscientization resulting from the Crisis of Representation in the 1980s, knowledge production about the Other still tends to reify the very oppression it intends to challenge. Can a janitor become an ethnographer without having to bury experiences under layers of theory and other technologies of justification? Or are marginalized humans still relegated to a subordinate position of "research subject" in this process? I attempt to further promote narrative space about the struggles to move from researched to researcher, from honorable subject to street knowledge producer. Inspired by Dwight Conquergood's suggestion that we do not write about them--the Others--but with and for them, I perform to better understand and explore issues of reflexivity in terms of privilege and authority, as they still dwell in current ethnographic research. [ABSTRACT FROM AUTHOR]

The article discusses the ways in which self-reflective story-telling may be used by professors to encourage students to think about their own lives within the context of privilege and subordination. This is intended to aid professors who lecture on the intersectional realities of race, class, gender, and sexual privilege, which the author attests can be difficult due to the privileged positions enjoyed by professors. The use of narratives in college courses can allegedly be used to examine the central role played by the ideologies of individual meritocracy employed by privileged people. The article incorporates a study of janitors within a university setting.

The article discusses the relatively low percentages of African American and Hispanic students who are involved in gifted education and Advanced Placement classes. An analysis of various socio-cultural factors which are involved in this under-representation is presented. These include the systemic effects of white privilege, and well-meaning but counterproductive attempts to treat everyone fairly by pretending everyone is the same.

Recent discussions in South Africa about the role of the so-called patriotic bourgeoisie highlight the much debated question of what role elite Africans can and ought to play in the upliftment of the poor. Those supporting the notion of a patriotic bourgeoisie believe that national or racial solidarity is sufficient to allow privileged Africans to act in the interests of their poorer fellow citizens. However, a reconsideration of an older discussion of African elitehood, that of Amilcar Cabral, suggests that something more may be needed before elites can act in the interests of the poor. Cabral argues that elites need to renounce their privilege and to live and struggle alongside the poor if pro-poor societal transformation is to be achieved. While Cabral may be right that shared racial or national identity is insufficient for elite solidarity with the poor, he does not consider all the complexities that arise when elites actually try to work with and for the poor. A consideration of the experiences of a long-standing Senegalese NGO reveal some of these complexities and suggest that any attempt by African elites to engage meaningfully in the upliftment of the poor, will inevitably involve continuous and difficult negotiation between paternalism and naïve egalitarianism. [ABSTRACT FROM AUTHOR]

Challenging incidents associated with privilege and oppression occur daily. Within the fields of adult education and higher education, researchers and practitioners have examined and critiqued the exploration and understanding of privilege (e.g., White privilege). Studies have explored how adult educators, who acknowledged their own White privilege and the norms of whiteness, are working to change systems of privilege and oppression. This work furthers the current literature. The authors employ a meta-narrative approach analyzing narratives from faculty and professionals in the helping fields. The meta-narrative designation of a ‘‘collective story,’’ utilizing professional voices is a unique contribution in addressing privilege. The narrative tradition offers participant stories to systematically explore the interaction of dominant and nondominant privilege statuses. The findings relate to transformational learning and verify the need to consistently employ self-reflection and discourse toward examining and refining one’s understanding of and interactions with privilege and oppression. [ABSTRACT FROM PUBLISHER]

This article examines post–Civil Rights Act trends in private sector managerial representation for white men, white women, black men, and black women. We examine how three factors affect changing access to managerial positions: (1) industrial restructuring, (2) the process of bottom-up ascription, and (3) organizational characteristics. Accounting for compositional shifts in the labor supply, we find that white male managerial overrepresentation remains virtually unchanged since 1966, even while other status groups make gains. A significant portion of the observed equal opportunity advance for women and blacks takes place in the expanding service sectors of the economy. We also find that female and minority gains are enhanced in larger and more managerially intensive workplaces. For all groups, managerial representation is increasingly tied to the presence of similar others in nonmanagerial jobs. Further examination reveals a new status hierarchy of managers and subordinates—a hierarchy wherein white men are likely to manage men of all races. White women, in comparison, are realizing a growing racial privilege in managing women of color. [ABSTRACT FROM AUTHOR]