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Bioethics increasingly recognizes the impact of discriminatory practices based on social categories such as race, gender, sexual orientation or ability on clinical practice. Accordingly, major bioethics associations have stressed that identifying and countering structural discrimination in clinical ethics consultations is a professional obligation of clinical ethics consultants. Yet, it is still unclear how clinical ethics consultants can fulfill this obligation. More specifically, clinical ethics needs both theoretical tools to analyze and practical strategies to address structural discrimination within clinical ethics consultations. Intersectionality, a concept developed in Black feminist scholarship, is increasingly considered in bioethical theory. It stresses how social structures and practices determine social positions of privilege and disadvantage in multiple, mutually co-constitutive systems of oppression. This article aims to investigate how intersectionality can contribute to addressing structural discrimination in clinical ethics consultations with a particular focus on mental healthcare. To this end, we critically review existing approaches for clinical ethics consultants to address structural racism in clinical ethics consultations and extend them by intersectional considerations. We argue that intersectionality is a suitable tool to address structural discrimination within clinical ethics consultations and show that it can be practically implemented in two complementary ways: 1) as an analytic approach and 2) as a critical practice. [ABSTRACT FROM AUTHOR]

Against neoliberal and new managerial pushes in higher education, educators have a responsibility to engage students in transformational learning and prepare them for the complex world of work. This article describes the use of emancipatory praxis by engaging students in identifying structural sources of advantages and/or privilege, and reports on the data obtained from the written and oral reports of undergraduate social work students taking part in a teaching session on critical reflexivity at a Norwegian University. The data reveal the power of emancipatory praxis in heightening consciousness of intersecting social criteria, such as nationality, race, gender, religion and sexuality in creating obstacles and/or access to power, status and resources. The article lends voice to the students and details their responses to the exercise. [ABSTRACT FROM AUTHOR]

An introduction is presented on which a guest editor discusses articles in the issue on race and well-being, focusing on how racism affects families, the intersection of oppression and privilege, and social justice.

The article argues that academics navigate and occupy various localities, spaces, and identities, which allows them to be self-reflexive in understanding the inherent challenges in diversifying the discipline. Using personal narratives as a methodological and theoretical tool, this article situates plural experiences and contexts of a woman of color, working in precarity in academia. The intersection of multiple identities reveals various sites of privilege and oppression, and inclusion and exclusion. Unsettling and dismantling binaries and identities reveal complex entanglements and connections that provide more nuanced understandings of IR. This article further discusses ways the discipline of IR has excluded diverse theoretical and empirical knowledges and regions, including critical approaches and the Global South. This disciplinary exclusion and erasure is reproduced in everyday academic practice and can serve as an entry point to understand why diverse communities are underrepresented in IR. Further, academia is not immune from the functions of power and social and economic hierarchies in society, and those hierarchies are manifested in various forms of asymmetry observable in academia, especially toward diverse communities and academics working in precarity. [ABSTRACT FROM AUTHOR]

Scholarship produced by psychologists typically focuses on one area of social identity and oppression per study (e.g., only sexism) with very little intersectional analysis across systemic oppression and privilege. To better understand the intersecting patterns of ally behavior, we examined online confrontation behavior by privileged individuals in response to antigay, antitransgender, and racist comments. Study 1 explored rates and types of confrontation during encounters with anti‐Mexican and antigay comments. Study 2 used an experimental design to assess rates and types of confrontation of anti‐Arab and antitransgender comments in the presence of a second confederate who either confronted the prejudice or remained silent. When exposed to anti‐Mexican bias, men were initially more likely to speak up than women, whereas women were more likely to respond to antigay comments. In terms of anti‐Arab and antitransgender bias, social influence resulted in more direct confrontation for anti‐Arab statements and higher rates of confrontation for antitransgender bias. Applying an intersectional lens, patterns of power and privilege reveal gender socialization may impact ally responses to racism and antigay bias. For example, gender socialization and stereotypes equating femininity with gay men may both decrease ally behavior among men and increase confrontation of antigay bias among women. When another potential ally is present, social influence appears to become the most powerful predictor of both whether or not a participant confronts bias and how direct they are with the perpetrator. Intersectional examination of invisible norms for promoting ally confrontation informs development of effective equity and justice interventions. [ABSTRACT FROM AUTHOR]

Individual‐level factors are typically identified as barriers to health and well‐being for African Australians, whereas little attention is paid to the multiple intersecting dimensions of inequality. Without accounting for the interrelated nature of African Australians' social locations and intersecting systems of oppression/privilege, practice and policy responses may have limited impact. This qualitative empirical study utilizes intersectional analysis to understand concerns about African Australian health and well‐being in Greater Melbourne gleaned from an Issues Paper produced by 50 African Australians, two group interviews, and 22 slow interviews. Participants included 35 African Australians and nine people of non‐African backgrounds working with, and for, African Australians in the community sector. Systems of oppression/privilege that impact health outcomes for certain African Australians are found at the intersections of migration pathway, age, and gender and manifest within three Australian institutions, including via segregation and othering in education, labor market discrimination, and gendered racism in health care provision. As such, intersectional and equity‐orientated practice and policy actions are recommended to shift the distribution of power across all social institutions and eradicate health inequities. [ABSTRACT FROM AUTHOR]

Given the persistence of oppression in contemporary society, social workers may expect to encounter social bias in the clinical setting. On the one hand, clients who identify as a member of a disadvantaged social group may report experiences of oppression accompanied by emotional, behavioral, and physical responses (Carter in Couns Psychol 35(1):13–105, 2007; Sue in Microaggressions and marginality: manifestation, dynamics, and impact, Wiley, Hoboken, 2010). On the other hand, those who are members of a historically privileged social group may present with negative affective and behavioral responses associated with prejudicial ideations towards disadvantaged social groups (Sullaway and Dunbar in Clin Psychol 3(4):296–309, 1996). This paper provides evidence from my field experiences that directly confronting social bias encountered in the clinical setting promotes client wellbeing and social justice with diverse clients. In doing so, I respond to the call for front line practitioners to share their perspectives regarding the integration of social justice and social work (Maschi et al. in J Soc Work Pract 25(2):233–253, 2011). I also elaborate on Howard University School of Social Work's Black Perspective as a theoretical orientation for clinical social work with diverse populations (Gourdine and Brown in Howard University School of Social Work in the 1970s: social action, advocacy, and agents of change, Black Classic Press, Baltimore, 2016). Because Black perspectives are often marginalized in scholarship and practice, I hope to shed light on their critical role in addressing contemporary clinical issues (Bent-Goodley et al. in J Hum Behav Soc Environ 27(1–2):27–35, 2017; Graham in Soc Work Educ 28(3):268–280, 2009). [ABSTRACT FROM AUTHOR]

Reproductive justice recognizes that women and girls' reproductive health is shaped by intersecting systemic oppressions (e.g., racism, sexism, classism, heterosexism) which affect their ability to make meaningful choices about their reproductive lives. The articles in this issue represent a coordinated effort to apply the reproductive justice framework to the scientific study of social issues. Consistent with reproductive justice principles, all articles acknowledge the foundation of reproductive justice in the experiences and knowledge of women of color, consider the roles of power, privilege, and oppression throughout the inquiry process, and address the utility of findings for improving the lives of marginalized groups through structural and social change. With this special issue, we hope to reframe the relationship between research and practice on marginalized populations' reproductive health, and contribute to efforts to apply reproductive justice across domains of social science, including psychological science. [ABSTRACT FROM AUTHOR]

Intersectional analyses make the fundamental point that we who study and interpret the biblical text have many important facets to our identities that are impacted differently by multiple interacting systems of oppression and privilege. As a method of interpretation, intersectionality presumes that our own unique social locations, our own distinctive fusions of gender, race, class, et cetera, influence our readings of texts and our interpretations of them. It encourages us to think beyond the familiar boundaries of biblical studies to expose the diverse power relations of inequality in the text and uncover subjugated voices that were previously invisible or unheard. [ABSTRACT FROM AUTHOR]

Clinical social work supervision is not immune to enactments of racial and social injustice, prejudice, power and privilege rampant in our social environment and institutions. These dynamics are active in all social interactions. Most often felt on impact, these remain underground and unevenly experienced—though predominantly by people representing intersecting marginalized identities. Such real enactments can be misunderstood or avoided in social work supervision. Negative consequences not only impede learning for the supervisee and supervisor, and affect clinical understanding of client care they also perpetuate injustice based on power and social locations. Social work supervision provides space for critical analysis to identify and alter dynamics of power, privilege, and social oppression. The critical conversations (CC) model provides a framework to illuminate and examine power dynamics in order to produce change with parallel insight and action—supervisee, supervisor, and client care. Supervisee and supervisor gain capacity to engage in reflection, examine personal and professional values, hold tension and tolerate ambiguity, use one self critically, articulate ideas and insights thoughtfully and effectively, as well as inform clinical understanding of clients. The need for critical dialogue in social work supervision regarding dynamics of sameness, differences, intersectional identities, power and privilege is emphasized. Theoretical grounding is offered to elucidate how complex structural forces of oppression and privilege, cultural patterns and narratives are internalized. A definition of CC, its theoretical underpinnings and the CC model are presented with a case scenario to illuminate the application of the CC model in clinical supervision. [ABSTRACT FROM AUTHOR]

This article describes the development and utilization of an instructional activity created by the authors for the purposes of preparing social work students for culturally competent practice with members of historically oppressed populations. Experiential activities in the classroom provide an alternative approach to traditional pedagogical methods by positioning the learner at the center of an educational process that is grounded in reality. The activity is designed to highlight the social privileges of individuals and the inherent risks that are taken when deciding to challenge or confront oppressive structures, attitudes, and behaviors. [ABSTRACT FROM AUTHOR]

Courses:Communication and Diversity, Intercultural Communication, Gender Communication Objectives:After completing this semester-long activity, students should be able to (1) articulate a systems-of-oppression (privilege←→oppression) approach to thinking about difference; (2) confront and “interact differently” with one social identity category where they have privilege; and (3) explain the corresponding form of oppression at individual, institutional, and societal/cultural levels. [ABSTRACT FROM PUBLISHER]

In The Case for Animal Rights, Tom Regan argues that although all subjects-of-a-life have equal inherent value, there are often differences in the value of the lives of beings with inherent value. According to him, lives with the highest value are those lives with the opportunity for “impartial, moral satisfaction." I argue that Regan's account of comparable value is problematic for two reasons. First, it embodies a masculine idea of what it means to have a morally significant life, while marginalizing the lives of those who use emotion and feeling in moral deliberation. Second, it leads to a hierarchical view of which lives matter, whereby the lives of the privileged will always turn out to have greater value than the lives of the oppressed since the oppressed do not always have equal opportunities for “higher satisfactions." To avoid such counter-intuitive implications, I suggest that Regan should abandon the idea that we can make comparable judgments about the value of the lives of beings with inherent value. [ABSTRACT FROM AUTHOR]

The United States Patient Protection and Affordable Care Act (ACA) provides an opportunity for more equitable healthcare. Preventive care provisions under the ACA have the potential to address persistent health disparities. However, many health disparities are fueled by issues of privilege and oppression in our society, which lead to inequitable access. Those in positions of privilege may have greater access to quality care, even in light of the ACA. Health educators are equipped to address underpinning issues of oppression and privilege through equitable participation and culturally competent programming. [ABSTRACT FROM AUTHOR]

This essay proposes that adopting an intersectional theoretical approach amenable to the values and commitments of our field will enhance our efforts as pastoral theologians seeking to analyze, engage, and resist oppression and privilege in response to forms of difference. Intersectionality is a model that effectively addresses complex individual, relational, structural, and ideological aspects of domination and privilege arising from forms of difference treated oppressively. Methodologically, intersectionality pursues emancipatory praxis toward its telos of social justice. This essay introduces key themes in intersectional theory and draws on them to analyze a case. The essay also briefly explores both points of convergence in the literatures of intersectionality and pastoral and practical theology and points to which pastoral and practical literature may add value to intersectional theory. [ABSTRACT FROM AUTHOR]

Recently, scholars have explored the empowering potential of epistemic privilege, a concept that refers to knowledge acquired through oppression as a privilege. Advancing these conversations, this article considers epistemic privilege as a rhetorical strategy. To explore the strategy's potential and limits, this article turns to public letters exchanged between suffragists Elizabeth Cady Stanton and Harriot Stanton Blatch, in which the mother-daughter pair deliberated over the voting rights of the immigrant and working classes. Through this case study, this article finds that a rhetoric of epistemic privilege can work to empower multiple oppressed groups and yet reify power relationships. [ABSTRACT FROM AUTHOR]

This article defines and explores concepts of privilege, oppression, and intersectionality as they relate to the author's experience of being a white lesbian female. The Awareness/Acceptance/Action Model, used frequently in 12-step programs, is presented as a means by which to take initial steps to become aware of privilege and address oppression. Examples of the intersections between different forms of privilege and oppression are presented. Although the article is applicable to many different forms of privilege and oppression, the primary focus is on white privilege and lesbian oppression. [ABSTRACT FROM PUBLISHER]

Drawing extensively from personal experience, the author explores what it is like to experience patriarchy from the perspective of a person of privilege. He tracks his journey as a young white man coming to terms with the undue privilege that he is afforded on the basis of his race and gender. The article also explores the flaws the author finds in rigid identity politics that hinder collaboration, and attempts to illustrate how people lose and the system wins when activists engage in in-fighting and cling tightly to narrow definitions of identity. Ultimately, the article makes the case for how shared humanity is a key component in making significant progress in social change efforts and in society as a whole. [ABSTRACT FROM AUTHOR]

Gender, race, and sexuality are not just identities; they are also systems of social organization - i.e., systems of privilege and oppression. This article addresses two main ways privilege and oppression (e.g., racism, misogyny, heteronormativity) are relevant topics in and for philosophical aesthetics: (i) the role of the aesthetic in privilege and oppression, and (ii) the role of philosophical aesthetics, as a discipline and a body of texts, in constructing and naturalizing relations of privilege and oppression (i.e., white heteropatriarchy). The first part addresses how systems of privilege and oppression use the aesthetic. I will discuss various ways race, gender, and sexuality, as both embodied identities and broader social institutions, work with and through 'the aesthetic'. The second part addresses racism and (hetero) sexism in the discipline of aesthetics. Both in its history and its present practice aesthetics' apparent neutrality on questions of privilege and oppression is actually evidence of its investment in systems of privilege and oppression. [ABSTRACT FROM AUTHOR]

This article argues that the ideology of color-blind racism is part of a broader, overarching ideology of 'oppression blindness.' Using an intersectional framework for understanding white privilege, color-blind racism is seen not as a distinct ideology, but one which overlaps with and reinforces other systems of inequality. This article specifically examines the interconnections and similarities among color-blindness, postfeminism, and christonormativity. Examining their similarities, I argue that we should approach each discourse as one strand in a larger tapestry that intertwine and work together to reinforce and defend the culture of privilege. [ABSTRACT FROM AUTHOR]

Previous literature on social identities focused largely on the oppression of people with marginalized identities without much attention paid to privileged, or dominant, group members. In conclusion to this special issue on privilege, I synthesize the authors' contributions and current research on various forms of group privilege. The authors vary in their approach to dissecting privilege, either intersectionally or examining a single group's privilege. This body of work is imperative to the growing academic field of Privilege Studies, as well as encouraging more mainstream discourse about privilege and oppression. [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]

A call from the group counseling literature (Brown, 2009) recognizes the need for theoretical and empirical writings that explore the intersection of social justice and counseling practice, as many counselors are unprepared to address the impact of oppression and privilege on group process. The authors explore these issues by making recommendations and offering five strategies to assist in group discussions of marginalization, privilege, and oppression into group theory. These strategies include ways to assist counselors in recognizing how group members may oppress one another as well as specific recommendations from two current group counselors who practice social justice. [ABSTRACT FROM AUTHOR]

Educators, both novice and experienced, are presented with a formidable constellation of obstacles when attempting to teach the concepts of institutional oppression and unearned privilege. Educators must challenge years of socialization and internalized ideologies of superiority that make hierarchies of privilege appear to be the natural order. In the interests of expanding and strengthening social work educators' repertoire of instructional tools on the topic of institutional oppression, we review the relevant literature on institutional oppression and game-based learning and offer readers an original game-based learning exercise adapted from the popular family game Jenga as a tool for instructing on the topic of institutional oppression. [ABSTRACT FROM AUTHOR]

The article offers the author's insights on oppression and privilege by exploring her experiences as a teacher and a parent who exercises privilege. It states that a matrix model which could inform theorizing, teaching, and practice is used to understand the meaning of oppression and privilege. It emphasizes that several stories in the books, such as "Barbie Gets Married" and "The Game of Life," helped in teaching courses that focus on race, gender, and sexuality issues.

The article presents the author's insights on social consciousness and the struggle against oppression. She mentions the election of U.S. President Barack Obama as a mark of the new era of social justice. The author says that there is an opportunity to change the indifference toward oppression and points out that the oppressive realities experienced by many do not reflect the best of what people can do. The ways on how the author has come to understand privilege and marginalization are explored.

The article presents the author's insights on the importance of privileged and marginalized experiences as means of growth in the social work education and practice. The author says that his primary goal as a social work educator is to bring awareness to students the importance in recognizing their own context and its constant interplay with the activity of practice. He believes that privilege and oppression are closely connected in the constructions of personal and professional identities.

This article shows that (intergroup) oppression can be strategically motivated by (intragroup) processes. It is often assumed that high-status groups oppress when their social position is declining (relative deprivation). Counterintuitively, research shows that oppression also occurs when their position is improving (gratification): a curvilinear relationship referred to as “the v-curve effect.” We test the hypothesis that this relationship is due to intragroup processes within the high-status group: individuals respond strategically to elite norms. Two experiments manipulated participants’ future prospects: to join the nation's elite in future (relative gratification), social stasis, or status decline (relative deprivation, Study 2). Elite norms toward immigrants (positive, negative) were manipulated independently. The curvilinear relationship was only found when norms were negative. In other words, those who anticipate joining the elite tailor their actions to the norms of their prospective in-group. [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 addresses the theoretical paradigm of intersectionality and interlocking oppressions, focusing on its evolution over time and place and application to the everyday lives of women. The objective is both to honor the roots of intersectional scholarship and to demonstrate the temporal and spatial nature of oppression and privilege. Theoretical concepts are illustrated by narratives from women who have crossed different sociocultural contexts and phases of the life course. This dialectical and self-reflexive intersectional analysis focuses not only on oppression but also on privilege and demonstrates that intersectionality and interlocking oppressions are time and context contingent, rather than fixed and ahistorical. [ABSTRACT FROM AUTHOR]

To facilitate movement toward a more equitable society, this paper explores the construct of secular privilege. In keeping with a critical perspective, power differentials are examined and illustrated in the nation's most influential medium for constructing public discourse—broadcast programming. Given the pervasiveness and invisibility of secular privilege, representative privileges are delineated. A subsample of these are deconstructed to provide insight into the benefits secular people typically enjoy and strategies are offered to help decenter the dominant narrative. Resistance will likely be encountered from those who are granted power by the current social structure, but productive change is possible since many secular people are committed to creating a more democratically representative society. [ABSTRACT FROM AUTHOR]

This qualitative study explored how 16 counselors conceptualize and address issues of privilege and oppression in the counseling session as well as how they perceive their training with respect to these constructs. In an effort to bridge multicultural training and counselor practice, implications for counselor training are provided based on the clinical and academic experiences counselors reported. Additionally, future research directions are included. [ABSTRACT FROM AUTHOR]

This article focuses on the tension that arises as the result of the intersection of social identities, namely gender and race. Through examination of a case study, I consider the ways in which White women benefit from White privilege through their interactions with Women of Color using the Privileged Identity Exploration Model as the tool for analysis. [ABSTRACT FROM AUTHOR]

A dialogic model for the discussion of issues related to Christian privilege and religious oppression of minority religious groups and non-believers in the United States is presented. The goal of the dialogue circles is to create and maintain a true multicultural community on the university campus. [ABSTRACT FROM AUTHOR]

This article identifies major forms of institutional racism in the United States today. It considers how taken together they form a web of oppression which obstructs economic, social, and political mobility for people of color while white people are issued passports of privilege. The implications of this enduring form of social inequality for social workers and other helping professionals are considered. [ABSTRACT FROM AUTHOR]

The article focuses on the extensive body of literature on cultural competence and the possibilities for enriching cultural competence. It examines the problems of cultural competence and suggests that these might be alleviated by assisting institutional and organizational responsibility and explaining the ways in which privilege, power, and oppression determine the delivery of social work services. The need to be culturally competent in multicultural service delivery, especially for those people of African descent, is also discussed.

The article provides an overview of the articles in this issue and discusses the author's experience of being a privileged white American child studying in the United States. The author recalled taking little notice of African American schoolchildren while growing up. The author introduced the articles published in this issue including one on social justice in education, another on white counseling students' understanding of power and oppression and another on increasing learners' awareness of less privileged persons.

Examinations of privilege have historically focused on gender and race. By placing privilege within the context of oppression, the authors offer an expanded view of the domains of privilege that include sexual orientation, socioeconomic status, age, differing degrees of ableness, and religious affiliation. [ABSTRACT FROM AUTHOR]

The authors in this qualitative study explored how White counselors define and experience privilege and oppression. Specifically, 2 research questions were addressed in semistructured interviews with 8 counselors: How do White counselors conceptualize privilege and oppression as separate but related constructs? and What experiences do White counselors generally describe concerning privilege and oppression? The authors present a research model that represents the factors that contribute to changes in the conceptualization and awareness of privilege and oppression and the way that these changes come about. Implications for counselor training are discussed. [ABSTRACT FROM AUTHOR]

Traditionally, inequality has been explored and taught from the perspective of those who are the victims of oppression. More recently, however, race, gender and class theorists have focused on the multiple levels of oppression that impact people's lives, and how each is connected to a corresponding system of privilege and domination. This article argues for the importance of incorporating the concepts of both oppression and privilege into the curriculum; provides a series of suggested activities, which will assist instructors in introducing these topics into their classrooms; and explores some of the many challenges facing instructors addressing race, gender and class in the classroom. We argue that bringing privilege into the discussion can potentially minimize student resistance, and open up new space for social change. Keywords: race; gender; diversity; privilege; oppression; teaching about privilege; student resistance. [ABSTRACT FROM AUTHOR]

This article challenges the reader to think of homophobia as a negative social force affecting all members of an urban school community. The author argues that homophobia can only be undone fit is attacked at the intersection of race, class, and gender. A description of an anti-homophobia plan for an urban high school follows a brief discussion of interlaying systems of oppression and privilege associated with being a member of a dominant group. [ABSTRACT FROM AUTHOR]

Teaching about oppression from a position of privilege can be a challenging task. However, many social work educators come from multiple positions of privilege and must be able to teach about and serve as allies to social justice movements. The following narrative reflects my attempts to engage in this work with humility using my mistakes as catalysts for learning. [ABSTRACT FROM AUTHOR]

The author argues that the language used in social justice and diversity education in a U.S. context should become mainstream so that it will not be seen as jargon. Terms defined include privilege, oppression, and cultural salience. Also addressed are the terms intersectionality, critical consciousness, and social equity.

The article presents a social worker's reflections on power, privilege and oppression. His interests in issues of oppression, power, and privilege began with his own experiences as a person of color who has experienced racism. As a person of color, he is often placed in a position in which he must process the disrespect he perceives or the assumptions that others make of him. He discusses his privileges as an educated person, a heterosexual man, an able-bodied individual, and as a person who was raised as Christian.

Health inequities are widespread and persistent, and the root causes are social, political and economic as opposed to exclusively behavioural or genetic. A barrier to transformative change is the tendency to frame these inequities as unfair consequences of social structures that result in disadvantage, without also considering how these same structures give unearned advantage, or privilege, to others. Eclipsing privilege in discussions of health equity is a crucial shortcoming, because how one frames the problem sets the range of possible solutions that will follow. If inequity is framed exclusively as a problem facing people who are disadvantaged, then responses will only ever target the needs of these groups without redressing the social structures causing disadvantages. Furthermore, responses will ignore the complicity of the corollary groups who receive unearned and unfair advantage from these same structures. In other words, we are missing the bigger picture. In this conceptualization of health inequity, we have limited the potential for disruptive action to end these enduring patterns.The goal of this article is to advance understanding and action on health inequities and the social determinants of health by introducing a framework for transformative change: the Coin Model of Privilege and Critical Allyship. First, I introduce the model, which explains how social structures produce both unearned advantage and disadvantage. The model embraces an intersectional approach to understand how systems of inequality, such as sexism, racism and ableism, interact with each other to produce complex patterns of privilege and oppression. Second, I describe principles for practicing critical allyship to guide the actions of people in positions of privilege for resisting the unjust structures that produce health inequities. The article is a call to action for all working in health to (1) recognize their positions of privilege, and (2) use this understanding to reorient their approach from saving unfortunate people to working in solidarity and collective action on systems of inequality. [ABSTRACT FROM AUTHOR]

The article comments on the Jennifer Logue's notion of race privilege. In her essay, while Logue acknowledges the advantages and disadvantages associated with privilege, she, however, minimizes the latter. For one thing, she failed to characterize co-victimization resulting from oppression by the privileged. Any characterization of co-victimization that conflates the privileged with the victims does social injustice to the lived experience, despair and resilience of the latter. Second, her view of privilege as being both good and bad dissolves the relational meaning of the concept and fails to illuminate inequitable social systems.