Search

Economic migration is a significant and growing development around the world but has produced unequal outcomes and experiences for marginalized groups. To theoretically explain such inequalities, we argue that integration experiences of immigrants in the host country differ based on the privilege that their demographic category bestows on them (or not). We elucidate our arguments by unpacking the concept of 'privilege' to theorize two key sources of privilege—locational and historical—and explain them using the global economic divide (Global North vs. Global South) and local social divides (race and caste). We propose that locational and historical privilege manifest as various types of capital that immigrants carry into their host countries. We juxtapose these two sources of privilege and its levels (low vs. high) to develop a typology of immigrants—Marginalized, Peripheral, Assimilated, and Wanted—that captures differences in migrants' integration experiences. By shining a light on the systematic differences between immigrants based on privilege, our research brings additional nuance to the scholarship on immigrant workers and inclusive organizations; and broadens avenues to make human resource practices more ethical by taking these differences into account. [ABSTRACT FROM AUTHOR]

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]

There is a growing need for pre-health professional students to understand how the social determinants of health (SDOH) affect population health. The goal of this project was to evaluate the impact of a modified "Privilege Walk" (MPW) activity on students' awareness of personal privilege as a SDOH. Undergraduate students engaged in a MPW activity received a privilege score that could total 36 points (a higher score indicates more privilege). Students also completed a pre- and post-MPW survey to evaluate the impact of the activity on privilege awareness. Nonparametric tests were used to determine the effect of the MPW assignment on privilege outcomes. Twenty-one students completed the pre- and post-surveys. The majority of respondents were White (85.7%), non-Hispanic (90.5%), or female (81.0%). Ethnicity (1.14 points, p=0.052), race (0.71 points, p=0.0078), and current housing conditions (0.70 points, p=0.0273) were the top characteristics students felt gave them significantly more privilege. We demonstrated that an interactive approach in the classroom could increase students' awareness about privilege as a SDOH. These are promising findings as academic centers seek to evaluate and develop promising and evidence-based approaches to train healthcare students about the SDOH as they treat diverse and vulnerable patients. [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]

The paper focuses on the fatherhood premium, and who it benefits the most. I conclude that professional workers who are white, heterosexual, and married to the mother of their children receive the greatest premiums when compared to socially disadvantaged fathers. This paper outlines the two key theories used to explain the fatherhood bonus, and the flaws in their explanations. To understand the professional fatherhood bonus, I highlight the role of higher education and the hierarchy of positions in determining who gets the best bonus. With racial differentials, I find that Black men earn less of bonus than white men and only earn the bonus under specific circumstances, and I point to the importance of the ideal worker type and nuclear family, which also used to explain the importance of marital status and relationship to the child. Additionally, I highlight several gaps in the literature, calling attention to the need for studies with Canadian fathers, Indigenous fathers, and queer fathers. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Faculty of Educational Sciences is the property of Ankara University, Faculty of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As individuals who use their privilege to reduce prejudice, educate others about social justice, and actively stop discrimination, faculty allies can play a vital role in transforming universities to be more equitable, diverse, and inclusive. However, discrepancies persist in how faculty define privilege and communicate allyship. Drawing from standpoint theory, we examined discursive divergences in how 105 full-time faculty defined and experienced privilege and how they enacted allyship in the workplace. Participants tended to conceptualize privilege as a set of advantages and lack of structural barriers for people based on their group membership(s). Discursive differences emerged regarding the degree to which faculty participants perceived privilege to be un/earned and rooted in structural power, and some participants took ownership of their social privilege while others discursively elided it. When asked to identify specific ally actions, participants often described broad behaviors that aimed to help individuals in interpersonal contexts but did not address actions aimed at dismantling inequitable power structures, revising biased policies, and transforming toxic organizational cultures. Our findings highlight the need for trainings that clarify conceptualizations of privilege and help faculty translate their understanding of allyship into communicative actions that stop discrimination at interpersonal and institutional levels. [ABSTRACT FROM AUTHOR]

Social work educators are tasked with students to incorporate into practice the skills of engaging diversity and difference, advancing human rights and challenging social injustice. Students are asked to engage with concepts and practices that confront the status quo of institutionalized oppression. Yet, students may not be exposed to examination of the ways in which social work practitioners may unintentionally recreate and reinforce hierarchies of inequity through common social work policies and practices. Educators can prepare students by implementing strategies in the classroom that illuminate the privilege inherent in the profession of social work, and the power and control over clients' lives that come with the degree. Educators also need to provide context for academic material, acknowledging the economic, social, and political framework within which that knowledge is put to use. Finally, educators need to prepare students to be reflexive in their practice, in order to proactively address power imbalances. This can be done by providing examples of educators' own practice and the ways in which they may have inadvertently reinforced ideas and values that have historically resulted in marginalization of clients. [ABSTRACT FROM AUTHOR]

This paper extends the study of passing to a privileged identity. From qualitative interviews, we examine Norwegian professors' everyday self‐presentation. When in new encounters, like meeting other parents through their children's leisure activities, our respondents' leave their occupation and especially title undisclosed before cautiously negotiating possible disclosure. The existing literature mostly highlights passing that happens for self‐protection. While (soft) self‐protection is one concern for professors, they also pass for additional reasons: protecting interactants from insecurity or discomfort and preventing imbalance and "fuss." Theoretically, we combine Goffman's treatise of passing with interaction ritual and facework. We discuss whether this analytical model may also help clarify instances of stigma passing and consider the consequences of privilege passing for social inequality. [ABSTRACT FROM AUTHOR]

There is a relative paucity of studies specifically exploring the experiences of qualitative researchers undertaking research in socially sensitive areas or with marginalised groups. This paper reports some of the findings of a qualitative study using semi-structured interviews to explore the experiences of 10 participant researchers. The findings of this study suggest that participant researchers are cognisant of issues of power and privilege in conducting their research. They also illustrate the motivation to enact change via the research findings. However, they demonstrate the complexities of power, privilege and change in the research process and how these concepts can be related to researcher guilt. The study shows that experience can act as a buffer in the qualitative research process but that further work in researcher resilience is required. Participant researchers suggest the need for more honest and open discussions around foundational principles of qualitative research. They suggest further development of cross-institutional spaces for these discussions to take place. However, the paper also illustrates the necessity to consider issues of power, privilege and research as social change at individual, institutional and systemic levels. [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]

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]

This paper highlights how a small group of minority students worked to take advantage of the privileges available once they were admitted to an elite school. The argument proposed is that, unlike their more privileged peers, minority students who have made it through the gateways of elite schools have to work out a salvation of privilege to level up their chances and aspirations of success. A grounded theory based on 'working out the salvation of privilege' is derived to examine the ways in which minority students in elite schools seize individual ways of self-saving their variegated disadvantages. The study tracked three students over a five-year period to explore the development of their aspirations and individual trajectories two years after they exited their schools. Despite the students' efforts in self-saving, their 'envisioned future' became limited over time. All had to modify their options and expectations because their non-privileged background hindered their aspirations. [ABSTRACT FROM AUTHOR]

Caste privilege is invisible in the lives of so-called upper caste, middle-class women. This paper offers critical insight into Brahman women's lives, mapping evolving gender roles but examining them as sites of caste privilege. Education, marriage and housework are the registers used to map gender roles. The study uses narratives of three generations of Chitpavan Brahman women and individual interviews of Chitpavan women from Pune, a city in western India. The findings confirm that accumulated cultural capital facilitates a smooth educational progression for Chitpavan women. The modernizing impulse of Brahmans necessitates a minimum social norm of educational attainment before marriage for women across generations. There is an increase in women's agency in marriage negotiations. Brahman women continue to be responsible for domestic management but can choose to identify as pragalbha grihini i.e. cultured housewives. I argue that the pragalbha grihini lies in a contested discursive space, between the tensions of 'feminist' and 'housewife'. It is an important pathway for the socio-cultural reproduction of caste privilege. [ABSTRACT FROM AUTHOR]

Structural injustice is injustice produced by largescale social structures and processes that create systemic disadvantages for large groups of people. Individuals have duties to counteract structural injustice. These duties are more demanding for people privileged by unjust social structures than for non-privileged individuals, even when the latter have equal ability to contribute. What explains this? I review and reject two common explanations, i.e., the Reparation Account and the Restitution Account. I offer a third view, the Domination Account; it holds that the privileged have more demanding duties because they pose a constant threat of domination to non-privileged individuals by virtue of their structural positions. [ABSTRACT FROM AUTHOR]

This article provides an analysis of privilege in the context of temporary youth migration in the United Kingdom. In this paper, I focus on the employment patterns of young migrants on the bilateral Youth Mobility Scheme (YMS) to the UK, who base themselves in London for a two-year period of 'work' and 'play'. Young migrants on similar working holidaymaker schemes are mostly understood as 'sojourners' in the scholarship, with a 'taken for granted' approach on their privileged positionality. This article focusses on YMS migrants' employment patterns and the disparate access to mobilities, asking how privilege is drawn from both state's structuring of the scheme, and through localised interactions in London. My findings point to polarising of employment patterns among YMS participants based on first language, 'race', gender, nationality and historic-colonial links to Britain. The paper contributes to our knowledge of privilege in understanding temporary migration, which is increasingly charted through bilateral and quota-based schemes. [ABSTRACT FROM AUTHOR]

This article focuses on the ways in which international students from Chile narrate their experiences in the US, and the extent to which mobility across national borders reshapes social class understandings and privilege. To complete this study, I conducted 13 in-depth interviews and a focus group with five Chilean graduate international students who enrolled in an elite research university in the Northeastern region of the United States. The data raised questions about how social class is negotiated in both education and space, challenging how we understand the relationship between social class and education in a global context. I argue that through a process of international mobility, upper-class students from Chile lose class privilege, which in turn influences them to denaturalise their class constructions. Based on discussion of social class within the sociology of education and insights from whiteness studies, the results of my study enable a dialogue about how mobility affects individuals within an international context. I conclude that while international mobility demands students to rethink their class constructions, the affective disruption of silence and guilt emerge as two strategies to justify and perpetuate social class privilege. [ABSTRACT FROM AUTHOR]

The dominant contention in the sociology of racialization asserts race as a modern Western construction. However, we lack studies that juxtapose the experiences in the Trans-Atlantic with the Trans-Pacific. This article, by examining the social conditions experienced by Jews in Spain, the "Gypsies" in Romania, and the Kawaramono in Japan in the Middle Ages, claims that the racialization had already begun before European colonization. It points out a variety of parallel patterns of marginalization and racialization, including but not limited to, "monopolization" of economic activities, an ambiguous relationship with the ruling class, and the discourses of "privileges." My examination can contribute to understanding global trends of racism and the backlash against minoritized groups associated with the mythical discourses of "privileges" facing us all in the twenty-first century. [ABSTRACT FROM AUTHOR]

Invisibility makes privilege powerful. Especially when it remains unexposed, privilege perpetuates inequity by giving unearned advantages to certain groups over others. However, recent social movements (e.g., Occupy) attempt to expose class-based privilege, threatening its invisibility. Across 8 experiments, we show that beneficiaries of class privilege respond to such exposure by increasing their claims of personal hardships and hard work, to cover privilege in a veneer of meritocracy. Experiments 1a–c show that when people are provided evidence of their own class privilege, they claim to have suffered more personal life hardships. Experiment 2 suggests that these claims are driven in part by threats to self-regard. Experiment 3 finds that such self-defense is motivated specifically by a desire to attribute positive outcomes to the self (i.e., sense of personal merit). When given the chance to first bolster their sense of personal merit, those benefitting from privilege no longer claim hardships in response to evidence of privilege. Experiments 4 and 5 further suggest self-concerns are at play: only self-relevant privilege evokes defensive responses, and self-affirmation reduces hardship claims more than does system-affirmation. Finally, Experiment 6 suggests that people claim hardships because they believe these imply personal merit on their part. Preventing the privileged from claiming hardship leads them to claim increased effort in the workplace and to increase effort on a difficult task. Overall, results suggest that even when those benefitting from class privileges are confronted with evidence of their "invisible knapsack," ideologies of personal merit help them cover the privileges of class once again. [ABSTRACT FROM AUTHOR]

Purpose: Privilege is often silent, invisible and not made explicit, and silence is a key question for theorizing on organizations. This paper examines interrelations between privilege and silence for relatively privileged professionals in high-intensity knowledge businesses (KIBs). Design/methodology/approach: This paper draws on 112 interviews in two rounds of interviews using the collaborative interactive action research method. The analysis focuses on processes of recruitment, careers and negotiation of boundaries between work and nonwork in these KIBs. The authors study how relative privilege within social inequalities connects with silences in multiple ways, and how the invisibility of privilege operates at different levels: individual identities and interpersonal actions of privilege (micro), as organizational level phenomena (meso) or as societally constructed (macro). Findings: At each level, privilege is reproduced in part through silence. The authors also examine how processes connecting silence, privilege and social inequalities operate differently in relation to both disadvantage and the disadvantaged, and privilege and the privileged. Originality/value: This study is relevant for organization studies, especially in the kinds of "multi-privileged" contexts where inequalities, disadvantages and subordination may remain hidden and silenced, and, thus, are continuously reproduced. [ABSTRACT FROM AUTHOR]

This article provides an empirical account of how older Western migrants in Thailand (N: 20) negotiate, practice, and justify their privilege in Thai society to secure the 'good' life they are seeking through migration. We show that they justify their economic privilege relative to locals by describing it as unavoidable and accepted by Thais. They can also live a 'good' life because they benefit from global racialised hierarchies built on the illusion of their superiority vis-à-vis locals. Women and men seem to have distinct ways of enacting privilege. Women practice their privilege through the consumption for their own gratification of reconstructed and stereotypical understandings of Thai culture, cast as primitive, spiritual and authentic. Men, instead, practice privilege in the form of new-found masculinity, sexuality and status that ageing has deprived them of in Western societies. In both cases, their understandings of Thai society and culture are superficial or simply inaccurate. Their narrow and stereotypical views of Thailand rather serve to justify their individual projects for self-gratification, while at the same time allowing them to see themselves as morally superior to local people, but also to exploitative and racist Westerners. [ABSTRACT FROM AUTHOR]

Situated within feminist Christian Realism, this article looks at what political theology is and its relevance to International Relations. Hope is a central theme to political theology, underpinning the necessity to be witness to and to work against oppressive structures. Simply put, hope is the desire to make life better. For Christians, this hope stems from a belief in resurrection of Christ and the faith that such redemption is offered to all of humanity. Hope, however, is not limited to Christianity and, therefore, Christian theology. Thus, taking an intersectional approach, the article looks for similarities in how hope is articulated in three personal narratives: theologian Jürgen Moltmann, UK Muslim advocate Asim Qureshi, and Black Lives Matter co-founder Patrisse Khan-Cullors. Across all three personal narratives, the need for hope begins in a place of despair, signalling a need to recognize that hope and privilege are in tension with one another. Feminist Christian Realism acknowledges and embraces this tension, recognizing that hope cannot function if the pain, oppression and harm caused by privilege are erased or minimized. [ABSTRACT FROM AUTHOR]

This article will identify the inconsistency and confusion in mediation regarding the definition of mediation, the role of the mediator, and the difference between mediation confidentiality and privilege. Further, it will discuss the confusion and inconsistency in the protection of mediation communication, specifically regarding the definition of mediation communication, the time frame for protected communication, waiver of the protections and exceptions to protected mediation communication. It will provide a roadmap and fact pattern for determining whether mediation communications are protected and if so, the protection they are afforded. Lastly, it will offer recommendations so parties, professionals and the courts may better understand and reap the benefits of mediation. Key Points for the Family Court Community: Considerable confusion in mediation communication protection definitions highlighted.Inconsistent state protection of mediation communications demonstrated and examples provided.Privilege and confidentiality are most common mediation communication protections utilized.Privilege limits admissibility of mediation communication in court.Parties and others may have a privilege to prevent disclosure of mediation communications in court.Confidentiality limits mediation disclosures outside a proceeding unless the parties waive otherwise.Parties need to know if mediation communications are privileged and/or confidential or otherwise protected.Professionals and the court need to clearly inform parties about mediation communication protection.A roadmap to determine when a mediation communication is protected is provided.A fact pattern analysis of protection of mediation communication utilizing roadmap is demonstrated. [ABSTRACT FROM AUTHOR]

A half century after he developed it, Gordon Tullock's idea of rent seeking is more relevant than ever. Though the concept has gained widespread acceptance among academics, it has yet to make an impression on public discourse. But with favoritism, corruption, and the power of special interests in the headlines, the idea deserves broader attention. In this special issue of Public Choice we commemorate Tullock's insight. Contributors examine the making of this classic piece and its effect on economic theory, empirical analysis, and economic teaching. Original papers also develop new insights into questions of development, the control of violence, corruption, culture, equity, regulation, rent extraction, the Political Coase Theorem, and more. [ABSTRACT FROM AUTHOR]

One might obtain special favor or avoid disfavor by winning a competitive contest, a socially wasteful process that has been studied extensively in the rent-seeking literature. But favor or disfavor might also be uncontestable. In that case it will be efficient along some dimensions but grossly inequitable. The rent-seeking literature, in focusing on contest success functions, has tended to ignore the institutional roots of uncontestable rent-creation and rent-extraction. But casual observation suggests that institutional rules and cultural norms often ensure that favor and disfavor cannot be easily contested. Understanding that observation helps to resolve the Tullock paradox and explains the evolutionary persistence of inequitable social arrangements. It also illuminates economic and philosophical tradeoffs. [ABSTRACT FROM AUTHOR]

Allegations of bribery and corruption in admission to prestigious American colleges brought academics and athletics into the public forum in March 2019. This paper distinguishes illegalities from inequities in the decisions that elite college admissions offices make about student applications. Typically special admission allowances tend to favor outstanding athletes whose academic record may be marginal. The incidents in Varsity Blues indicated a different imbalance: namely, that athletic admission slots, especially in so-called "country club" sports tended to give an admissions edge to applicants who did not show great athletic achievement or potential. These episodes put into bold relief new examples of advantage and privilege in going to college as part of American society. [ABSTRACT FROM AUTHOR]

The Spanish neo-feudal conceptof privilege continued rooted in the colonizing discourse several centuries after the conquest. Utilizing Mikhail Bakhtin's concept of the superaddressee, my discursive study compares Álvar Núñez Cabeza de Vaca's 1542 La Relación and Capítulo XV in Matías de la Mota Padilla's 1742 Historia. Although two centuries separate Cabeza de Vaca's La Relación and Capítulo XV in Mota Padilla's Historia, the narratives use the notion of privilege to justify "their" social, political, and economic rights derived from the conquest. The paper consists of three sections: narrative background, economic context, and textual analysis. [ABSTRACT FROM AUTHOR]

This paper develops geographical work that is attentive to, and critical of, how safety is lived and narrated. In contrast to previous work on safety that focuses on fear, the paper looks at safety as something more than aspiration for women. To do so, the paper utilises the metaphor of the "expatriate bubble" to explore how safety is constructed and experienced by privileged migrants in Singapore. Utilising research from two projects, we argue that we need to think about how gender and Othering intersect to construct safety. In doing so, we explore how we can use conceptualisations of privileged migrants to research how safety can be understood and therefore practised more widely. [ABSTRACT FROM AUTHOR]

The aspirations of young people provide a lens to examine the performance of gendered and classed privilege. While current research tends to focus on working class men, the role of privilege in shaping aspirations, understood as a socially and economically mediated navigational capacity, often remains unmarked. Drawing on aspirations articulated by boys attending elite private schools in Auckland, New Zealand, this paper explores narratives of young people's aspirations for the future in terms of education, employment, and social networks. A belief in a right to aspire to achieve emerges, revealing how the performance of gender and class norms contributes to the reproduction of privilege. The intersectional nature of privilege is also highlighted, as while discourses of masculinity pervade understandings of being and becoming, class is an overriding factor influencing the performance of privilege through aspirations. The paper concludes by outlining a notion of nascent elite masculinity. It is contended that examining the performance of nascent elite masculinity at elite private schools is a means to expose the operation and reproduction of systems of privilege. [ABSTRACT FROM AUTHOR]

Through this study I attempt to extend cocultural theory toward a dominant group theory. I offer an exploratory account of the many ways dominant group members have responded to the concerns of cocultural group members. That is, dominant group members tend to engage in strategies that produce four themes: (a) using dominant group membership for reinforcement of privilege, (b) coming to a dominant group awareness, (c) using dominant group membership for support of cocultural groups, and (d) using dominant group membership for disrupting practices of oppression. When taken together, cocultural theory and a dominant group theory afford researchers, teachers, and practitioners another tool to explore intersectional communication. [ABSTRACT FROM AUTHOR]

Intercultural communication offers both theoretical and pedagogical implications for communication instruction. As such, we interweave theories and concepts of intercultural communication and instructional communication in (re)thinking "difficult," "sensitive," or "uncomfortable" classroom conversations that involve privilege, power, and intersecting cultural identities (e.g., racism). In juxtaposing these areas side by side, we first interrogate why intercultural and instructional communication scholars have neglected what the other takes as central: pedagogy and diversity. In particular, we ask: Why are certain conversations deemed "difficult" in the mainstream communication classroom? To whom are they difficult conversations? Why might these conversations feel "uncomfortable or risky"? Second, we crystalize how intercultural communication makes strides toward feeling/thinking/understanding difficult conversations in ways that promote social justice by proposing a pedagogy of "SWAP-ping" the communication classroom. [ABSTRACT FROM AUTHOR]

Through this theoretical essay, we conceptualize what constitutes dominant group theory. We review existing literature on two essential aspects of dominant group theory: (1) power, privilege, and communication, and (2) co-cultural theory. Drawing from data from two recent studies, we then use the conceptual framework of co-cultural theory to generate an extension that explores the communicative strategies of majority group members. More particularly, we describe five premises, six factors of dominant group communication, nine communication orientations, and twenty-one specific dominant group strategies, all of which represent the key building blocks of dominant group theorizing. Finally, we conclude by offering strengths, limitations, and heuristic implications of this new line of theorizing. [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]

Although a rich body of research provides insights to understanding stigma within the marketplace, much less is known regarding its direct corollary, privilege. We posit that this void is problematic as it may inadvertently support and legitimate existing socio-political arrangements which inhibit consumer wellbeing and marketplace equality. The present study addresses this gap by offering a theoretical understanding of privilege within the marketplace. Using a Foucauldian approach to privilege and power, we draw on the discursive perspective on legitimation to critically investigate the contentious debate over the inclusion of halal meat at a popular burger chain in France. In light of French political secularism (laïcité), we demonstrate how power discursively operates through narratives on rights and moral responsibility to constitute, defend and challenge a certain state of privilege within the marketplace. Our resulting theoretical discussion extends existing studies on marketplace equality and the growing body of literature related to the “marketization of religion”. [ABSTRACT FROM PUBLISHER]

The author is a White, native English speaking, formally educated cis person who was raised Episcopalian. The author started critically thinking about issues of privilege and systemic discrimination while working at a non-profit organization, the Food Project. As the author has continued her education on such issues, she has reached an understanding that rather than feeling guilty, she must accept her responsibility to use her privilege to contribute to the dismantling of systems of oppression and challenge disenfranchisement. This piece began as a spoken word exploration into these issues and how one can face them in modern society. [ABSTRACT FROM AUTHOR]

Grounded in a self-reflexive, intersectional analysis of positionality, we examine emotions in fieldwork through the autobiographical accounts that we gathered during our postgraduate ethnographic research in the Global South. We show how we, two female early-career geographers, emotionally coped with instances that put us in a vulnerable position due to loneliness, commitment to the field, insistent questioning, violence, and violent threats. We argue that a culture of silence surrounding fieldwork difficulties and their emotional consequences tend to permeate our discipline. We contend that geography departments ought to provide mentorship that takes into account doctoral candidates' different positionalities, conflated vulnerability and privilege, and embodied intersectional axes. This renewed awareness will help not only to reveal possible risks and challenges connected with fieldwork but also ultimately to enrich the overall academic discussions within our discipline. [ABSTRACT FROM PUBLISHER]

Drawing on photo-elicitation interviews with 60 middle-class, white residents of two privileged suburbs of Cape Town, this paper focuses on the particularities and the potential effects of mobile encounters with strangers. Starting from discourses about different means of transportation, it is demonstrated, first, that middle-class, white South Africans prefer cars over public transit not only for safety reasons or matters of practicality but also to circumvent interactions with those whom they consider to be strangers. Yet, based on the ambiguous and ambivalent sensations of fear, shame, guilt, sympathy, apathy and anxiety provoked by glances and glimpses of strangers on drives through the city, it is clarified that particular forms of visual encounter which develop on-the-go can stimulate privileged residents of a very unequal city to develop new engagements with strangers. By analyzing how unfocused interactions through the windshield add up to focused interactions at home and at work, it is shown, more specifically, how different types of encounters at different places complement each other to encourage middle-class, white residents to see the humanity of those whom they had considered to be strange or dangerous before. [ABSTRACT FROM AUTHOR]

Sexual assault on college campuses is a pervasive public health issue. It is important to examine factors particular to universities that influence occurrences of sexual assault and people's perceptions of sexual assault. Using a lens of socialist feminism, we argue that institutional and sociocultural factors related to gender and class privilege on college campuses are due to patterns of power and control in university systems that contribute to the occurrence and facilitation of sexual assault. Our synthesis of the literature focuses on the male-dominated party culture of the primarily White Greek system in American universities, which is reinforced by the university as an institution. We discuss how patterns of power and control dictate and influence contemporary campus norms in relation to gender and class, which then perpetuate sexual assault. We provide recommendations for policies and procedures regarding class and gender inequities in the scope of sexual violence on college campuses. [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]

This essay explores the rhetoric associated with a Trump era of U.S politics, one that has been described as "divisive politics of identity" (Rodrik, 2016). In particular, we analyze on-line comments offered by self-identified majority group members (e.g., white, heterosexual, Christian and/or male) in response to the fears and concerns of certain co-cultural groups (e.g., immigrants, refugees, women, people of color, LGBT persons). Our analysis of dominant group rhetoric reveals both unsupportive (endorsing Trump's policy initiatives, ignoring one's societal privilege, focusing on one's own societal disadvantage, resisting majority group essentialization and dismissing and/or trivializing co-cultural concerns) and supportive messages (acknowledging the legitimacy of co-cultural concerns, recognizing one's own privilege, challenging other dominant group members, and embracing the role of co-cultural ally). The essay concludes with a discussion of our findings and implications for future research. [ABSTRACT FROM AUTHOR]

In the United States and other Anglophone countries in the Global North, there exists a rich and lengthy literature on how white teachers and teachers-in-training can and should begin to recognize, question and challenge their own privilege. Indeed, entire literatures have been developed around problematizing whiteness, and teacher education programs regularly incorporate this literature into preservice courses as an expected part of teacher training. However, despite similar proportions of white educators and researchers-in-training in comparative and international education, a similarly thorough discussion and unpacking of privilege is relatively lacking. Comparative and international education graduate programs rarely (if ever) incorporate multicultural education courses similar to those that have become staples in North American teacher education, and the literature interrogating whiteness in comparative education is still nascent. However, in 2015 several significant steps forward were taken into this dearly needed conversation, opening potential lines of continued inquiry. This essay outlines and begins to explore several of these directions for the future of the field: namely, critical self-studies of comparative educators, ethnographic research of racial dynamics in international education development organizations, and critical discourse analysis of prominent documents in international education and their recognition (or lack of such) of the role of race in sustaining global educational inequities. [ABSTRACT FROM AUTHOR]

This case study investigates how kindergarten children thought and talked about their school in three socially stratified school settings: public, charter and private, and the extent to which they grasped sociocultural understandings related to social class. Data included field notes, interviews with the children and teachers, and parent surveys. A Bourdieuian lens illuminated emergent themes. Results indicate that children in the elite setting had developed sophisticated understandings of their privileged social locations and understood their position as distinct from other children. [ABSTRACT FROM AUTHOR]

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]

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]

SUMMARY When an ethnographer's life is intimately enmeshed in the field through marriage or long-term partnership, what are the implications for ethnographic production? This article uses autoethnographic perspectives to engage issues of patriarchy, privilege, and power from fieldwork through the writing process. I argue that the power to represent these relationships must be examined to take anthropology beyond reflexivity to the realities of doing ethnography in an intimately interconnected world. [ABSTRACT FROM AUTHOR]

The breaking down of the technological and economic barriers to reporting news and information creates the potential for any citizen to reach large audiences; however, it does not make all information-sharing activity “journalism”, nor does it make everyone a “journalist”. The challenge is to draw meaningful distinctions in this new environment that fully recognise and honour the democratisation of the information ecosystem, while at the same time preserving the ethical and legal standards and practices that distinguish journalism and journalists. Special protections or rights for journalists, if defined in narrow terms, are inconsistent with today's media ecosystem, where many independent voices have potential access to large audiences and the opportunity to contribute to civic debate. At the same time, a privilege is by definition not available to all. The existence of a journalistic privilege requires that a defined category of journalist exists. Dispute over the definition of journalist in the Executive Session provision of the Oregon Public Meetings law and the efforts to define journalists in state and federal confidential source protection statutes, court rulings and proposed legislation give us rich examples of the challenges faced in attempting to craft journalistic privileges for today's media environment. [ABSTRACT FROM PUBLISHER]

This essay addresses contradictions in the construct of privilege that make taking effective action to alter privilege difficult. The authors propose a bifurcated model of privilege, drawn from the literature, that organizes the contradictions in the construct into a schema that presents two paradoxical perspectives on privilege-the structural and the performative. In the structural perspective, privilege is assigned through group membership, privilege is seen as desirable but limited, the objective is to transform social structures, and the key strategy is the sharing of resources. In the performative perspective, privilege is socially constructed through performances of superiority, privilege is seen as undesirable and excessive, the objective is enactment of performances of equality, and the key strategy is self-transformation. The essay concludes with the suggestion that privilege is best altered by maintaining rather than resolving the paradox of privilege. [ABSTRACT FROM AUTHOR]

When Wilson argued back in 1978 that by the mid-twentieth century social class mattered more for getting ahead than race, he launched a rigorous scholarly debate about the relative importance of race and class that continues to this day. Since the 1970s, the gap between the black middle class and the black poor has widened, lending credibility to Wilson's claim, but also raising new research questions for scholars to ponder. In this essay, I suggest that extending Wilson's model to include a new period, encompassing the last twenty-five years, would help to illuminate more recent structural advantages that contribute to class privilege in American society as well an emerging fault line within the black middle class. [ABSTRACT FROM AUTHOR]

Working with undergraduate students invites teachers into relationship and conversation with young people at a time when they are emerging as adults and forming their identities. Faith is one area of identity formation often attended to by scholars, college professors, and their institutions. But within that, little attention has been paid to those who do not identify as religious. Additionally, 'the overwhelming presence of Christianity at American institutions maintains it as the spiritual norm on campus. ... Those within the spiritual norm gain a level of privilege that is often unconscious' ( Seifert 2007, 11). This has an effect not only on nonreligious students but on any student who identifies as anything other than Christian; and it has a unique effect on teaching and learning in the religion classroom. In this article, I will explain what Christian privilege is, why it is a unique problem in the undergraduate religion classroom, and what teachers of religion might do in response to it. In the end, I argue that educators need to better understand the effects of Christian privilege in our classrooms and become allies to the nonreligious in particular by using pedagogies that include and support all students, in their many religious affiliations and unaffiliations. [ABSTRACT FROM AUTHOR]

This paper examines the role that social context plays in mediating racial socialization in upper-middle-class white families. Outcomes of white racial socialization, as well as the process itself, depend in large part on the distinctive racial contexts designed by parents in which white children live and interact. I examine variation in white middle-school-aged children's common-sense racial knowledge and discuss the importance of exploring the social reproduction and reworking of racial ideologies and privilege in childhood. [ABSTRACT FROM AUTHOR]