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Through a blend of personal narrative and a survey of recent historical scholarship on gender, race and reproduction, this article asks readers to consider how our own proximity to power, privilege and oppression shapes the ways we approach the study of history. It argues that age‐old disciplinary dogmas exist for a reason and they can unintentionally limit our imaginations. It also suggests how those of us for whom the academy was never intended can help push those scholarly boundaries and perhaps even breathe new life into a disappearing discipline. [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]

This article discusses the relationship between Whiteness and Mestizaje–the idea of a 'race made of the mixture of other races'–in the context of Mexican public administration. It argues that Mestizaje promotes a raceless or 'color-evasive' narrative that has historically prevented the discussion of race and ethnoracial inequalities in Mexico; sustains Whiteness in public organizations, and creates the conditions for White supremacy, as an uneven distribution of social privileges and penalties along ethnoracial lines benefitting White people. Ultimately, these three aspects of the Mestizaje ideology and its connection with Whiteness could be preventing the advancement of social equity in Mexico. Moreover, the reflections presented here are potentially insightful for other contexts in which raceless and/or color-evasive narratives are prevalent as well. [ABSTRACT FROM AUTHOR]

Faces can be represented at a variety of different subordinate levels (e.g., race) that can become "privileged" for visual recognition in perceivers and is reflected as patterns of biases (e.g., own-race bias). The mechanisms encoding privileged status are likely varied, making it difficult to predict how neural systems represent subordinate-level biases in face processing. Here, we investigate the neural basis of subordinate-level representations of human faces in the ventral visual pathway, by leveraging recent behavioral findings indicating the privileged nature of peer faces in identity recognition for adolescents and emerging adults (i.e., ages 18–25 years). We tested 166 emerging adults in a face recognition paradigm and a subset of 31 of these participants in two fMRI task paradigms. We showed that emerging adults exhibit a peer bias in face recognition behavior, which indicates a privileged status for a subordinate-level category of faces that is not predicted based on experience alone. This privileged status of peer faces is supported by multiple neural mechanisms within the ventral visual pathway, including enhanced neural magnitude and neural size in the neural size in the fusiform area (FFA1), which is a critical part of the face-processing network that fundamentally supports the representations of subordinate-level categories of faces. These findings demonstrate organizational principles that the human ventral visual pathway uses to privilege relevant social information in face representations, which is essential for navigating human social interactions. It will be important to understand whether similar mechanisms support representations of other subordinate-level categories like race and gender. [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]

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.

In this essay, I offer an equatorial metaphor as a lens for reflexivity about positionality and privilege in field-based research. I draw on my experiences traveling and working with an international research team to reflect on my varying roles as a participant and observer. The lens of an equatorial metaphor reveals the blurred, sometimes collapsed, and ever-shifting line between insider and outsider. Reflexivity is vital, particularly in international contexts where work across differences is informed by embodied identities like race, gender, and sexuality. [ABSTRACT FROM AUTHOR]

Data-driven AI systems can lead to discrimination on the basis of protected attributes like gender or race. One cause for this is the encoded societal biases in the training data (e.g., under-representation of females in the tech workforce), which is aggravated in the presence of unbalanced class distributions (e.g., when "hired" is the minority class in a hiring application). State-of-the-art fairness-aware machine learning approaches focus on preserving the overall classification accuracy while mitigating discrimination. In the presence of class-imbalance, such methods may further aggravate the problem of discrimination by denying an already underrepresented group (e.g., females) the fundamental rights of equal social privileges (e.g., equal access to employment). To this end, we propose AdaFair, a fairness-aware boosting ensemble that changes the data distribution at each round, taking into account not only the class errors but also the fairness-related performance of the model defined cumulatively based on the partial ensemble. Except for the in-training boosting of the group discriminated over each round, AdaFair directly tackles imbalance during the post-training phase by optimizing the number of ensemble learners for balanced error performance. AdaFair can facilitate different parity-based fairness notions and mitigate effectively discriminatory outcomes. [ABSTRACT FROM AUTHOR]

Americans are becoming increasingly aware of the systemic biases we possess and how those biases preclude us from collectively living out the true meaning of our national creed. But to fully understand systemic bias we must acknowledge that it is pervasive and extends beyond the contexts of race, privilege, and economic status. Understanding all forms of systemic bias helps us to better understand ourselves and our shortcomings. At first glance, a human bias against emerging technology caused by systemic risk misperception might seem uninteresting or unimportant. But this Article demonstrates how the presence of systemic bias anywhere, even in an area as unexpected as technology regulation, creates inefficiencies and inequalities that exact heavy costs in the form of human lives, standards of living, and lost economic opportunities. The decision to regulate or implement an emerging technology, like any other complex decision, naturally involves some form of cost-benefit or risk-reward analysis. However, in the context of emerging technology, that analysis is biased by systemic risk misperception. Immutable characteristics existing in emerging technology combine with interrelated characteristics in human decisionmakers and regulators to inflate perceptions of risks and depress perceptions of benefits. This artificial shifting of cost-benefit curves results in suboptimal legislative and regulatory responses to emerging technology, and ultimately, in the loss of American lives. [ABSTRACT FROM AUTHOR]

The article discusses the concept of privilege with particular consideration on the categories of race and gender and their meaning and consequences and the problem with certain values attached to them and how those values foster and generate social hierarchies. It explores the underrepresentation in physics as a sign of deeper systems of unfair advantage in physics, highlighting the importance of developing a shared language and vision around privilege.

This article investigates elite young people's transitions from the Leysin American School in Switzerland, an elite secondary school, to international higher education. These young people often moved to the UK or the US for higher education – locations associated with global status in the education market. However, I argue, new configurations of race and racism in those spaces may challenge some students' elite status, despite their wealth. This article demonstrates that to navigate such issues in their transition to higher education, these young people leaned on their diasporic networks. By doing so, they strategically and pre-emptively ascertained whether their power and privilege would travel with them when they became mobile. Significantly, then, this article attends to the differential experiences of members of the transnational elite and highlights the racial discrimination that they may face in mobility. It thereby complicates the notion of mobility as an effective strategy for elite status maintenance. [ABSTRACT FROM AUTHOR]

Copyright of Domínios de Lingu@gem is the property of Dominios de Lingu@gem 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.)

Privilege and oppression have an impact on society in numerous ways. Although studied in many disciplines, few empirical measures of these social constructs exist for educators or researchers. The two studies presented in this article describe the development and validation of the scores yielded by the Social Privilege Measure. [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]

Microaggression is defined as subtle and often unconscious or automatic actions or statements made towards a discriminated group. It causes distress, anxiety and isolation. Microaggression can often lead to demoralisation and a feeling that one is in a constant psychological warfare. It is also ubiquitous in nature. This paper is a reflection on my experiences of microaggression as a black female academic gathered from working in six universities across five countries and two continents. I use autoethnography underscored by critical race theory thinking. The reflection has a multicultural face and is done in light of the extant literature on gendered, racial and non-native microaggression in the academic world. I find close similarities in my experiences with others. I conclude that microaggressions are ubiquitous and are inevitable in a multicultural setting. Victims need to acknowledge microaggressions and be assertive in order to mitigate the associated negative effects. Further, counterspaces provide a very useful platform for challenging the inaccuracy of victims’ lived experiences and serve as a source of validation. [ABSTRACT FROM AUTHOR]

Julia S. Charles defines "that middle world", a phrase borrowed from William Dean Howells, as "the identifiable and porous yet intangible racialized space formed and occupied exclusively by mixed race characters" (23). Charles discusses mixed race identity as spatially, ideologically, psychologically, and physically contingent, emphasizing that mixed-race characters often "exploit the troubling fallacies of race" (33). [Extracted from the article]

Warikoo’sThe Diversity Bargaindescribes the findings of research which explores how students at elite universities in the U.S. and the U.K. conceptualize race in relation to the admissions process and their experiences on campus. This is an important study, which reveals differences in the degree of comfort and caution displayed by white students in their framing of race. There are three areas worthy of further exploration: the subjective positioning of the author herself as she engages and responds to the research findings; the advantages of affording a richer theoretical framework to the analysis and, finally, the similarities between Warikoo’s notion of adiversity bargainand Derrick Bell’s concept ofinterest convergence. These are explored in turn. [ABSTRACT FROM PUBLISHER]

Anthropology has done much to challenge the idea of the natural inferiority of races, but at times this challenge has ignored the problem of racism. This article explores an important but largely ignored foundational text about race and equality written by Anténor Firmin, a Haitian intellectual who in 1885 set out to critique the categories and concepts of nineteenth-century French anthropology. I show how Firmin’s critique of race thinking and the doctrine of racial inequality were rooted in a broader critique of colonialism, racism, and inherited privilege. Drawing on Firmin’s argument that the end of racism would facilitate the abolition of all privilege, I suggest ways in which the discipline of anthropology might build on his critique to develop a more powerful response to the reemergence of ideas of innate difference and inequality. [ABSTRACT FROM AUTHOR]

The article discusses about the gender, race and ethnicity and the concept of privilege. Topics discussed include situations which involving racism without being seen as emotional or self-serving; eliminating the negatives for non-whites and women; and also mentions about the advantages for the white Orthopaedic from the privilege of being a man and disadvantages related to race.

Self-reflection is a vital tool that can be used in the preparation of aspiring school leaders to ensure they can equitably serve the increasingly racially, culturally, linguistically and economically diverse students in schools. When coupled with social justice pedagogy, reflection can also serve as a means of gauging student resistance, growth and understanding of issues of race and privilege. In this study, written self-reflections from educational leadership students exposed to social justice pedagogy were examined, revealing varying degrees of resistance in the form of intense emotions, distancing and opposition for some, and changes in mindset for others. Students also began interrogating their own assumptions, practices and the equity-oriented theories presented. Findings reiterate the utility and need for social justice pedagogy that includes self-reflection in the preparation and continued professional development of educational leaders. [ABSTRACT FROM PUBLISHER]

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]

This inquiry poses the question: How can white college students be induced or incited into recognizing themselves as racially marked and privileged people? The author examines white resistance to racial self-understanding by analyzing the relation between white racial identity development theory, appeals to racial discourses and themes, and the psychic need to defend against perceived threats to identity. By situating an analysis of these relations within the current crisis of whiteness, the author illustrates the psychosocial dynamics of white racial identity development. The aim of the study is to develop a conceptual approach that can inform the thought and practice of antiracist educators who seek to develop effective instructional strategies for teaching white students about racial privilege. [ABSTRACT FROM PUBLISHER]

Studies of collegiate party and hookup culture tend to overlook variation along social class and racial/ethnic lines. Drawing on interview data at a “party school” in the Midwest, I examine the meanings and practices of drinking and casual sex for a group of class and race-diverse fraternity men. While more privileged men draw on ideas of age and gender to construct college as a time to let loose, indulge, and explore, men from disadvantaged backgrounds express greater ambivalence toward partying. For these men, partying presents both opportunities and dilemmas and taps into tensions inherent in being upwardly mobile college men. For some, symbolic abstention from extreme party behavior addresses some of these tensions and validates their place on campus. Men’s talk of collegiate partying reveals the dynamic and relational construction of intersectional identities on campus. [ABSTRACT FROM PUBLISHER]

In the past few decades, a diverse body of scholarship has complicated the image of American suburbs as spaces of white, middle-class homogeneity. Revisionist suburban histories and accounts of African American and immigrant suburbanization have drawn attention to the longstanding presence of non-white others in US suburbs. Yet despite diversification, white privilege remains deeply entrenched in suburbia. This article explores the shifting character of white privilege in the US - especially in the US South - and asks how whites interpret diversity and identify those with whom they are, or are not, willing to share their privileges. This article uses the results of a pilot study in a subdivision near Columbia, South Carolina, to explore how white suburbanites articulate belonging in neighborhood space. This discussion highlights the ways in which respondents reject the pre-civil-rights order marked by overt racial discrimination, but also reveals the ways in which they evaluate the relative merit of minority groups and identify certain differences as unacceptable. While limited in scope, this study encourages scholars to further explore the ways in which shifting configurations of race become intertwined with processes of contemporary suburban change. [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]

The article presents a speech by feminist scholar Zillah Eisenstein delivered at a conference of the Australian National Women's Studies Association in Adelaide, Australia on June 30, 2010. It discusses the state of feminism and women's lives in the 21st century. Particular focus is given to issues of race and class. Topics discussed include U.S. President Barack Obama, imperialism, terrorism, sexual abuse, and privilege.

How does a white professor teach a course composed of predominantly white human-services students about race, racism, and privilege? What are some of the pitfalls? What works? What is challenging? Why should such a course be part of the undergraduate human services curriculum? This article investigates these questions by exploring a course taught by the author, 'Exploring Race and Challenging Racism in the United States.' A variety of pedagogical tools and approaches are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Law & Society/Revue Canadienne Droit et Societe (University of Toronto Press) is the property of University of Toronto Press 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.)

This paper juxtaposes postcolonial and whiteness scholarship to identify gaps and clarify influences on critical race scholarship within communication studies. This paper considers the multiplicity of each perspective and identifies the focus on race and the body as communicative texts as a linkage that unites the three perspectives. How each perspective informs a communicative understanding of race is explored through the constructs of Cartesian dualism, performance, and the gaze. The paper concludes with suggestions for future directions for interrogating race within the communication discipline, including a consideration of how white privilege is extended to and assumed by individuals who are not white. [ABSTRACT FROM AUTHOR]

In this study, the author brings an empirical lens to bear on the transracial adoption debate. She observes infertility support group meetings and conducts face-to-face interviews with a group of White, economically privileged, infertile women. She explores how race relations shape women's responses to infertility. She asks if women view transracial adoption as a viable way to meet their parenting needs, and she explores how women negotiate and renegotiate their understanding of race as treatment options fail and as they encounter a shortage of healthy White infants. The author's findings complicate several of the assumptions that underscored the dominant discourse surrounding the 1994 passage of the Multi Ethnic Placement Act (MEPA) and its 1996 amendment the Inter-ethnic Adoption Provision (IEP). Advocates of transracial adoption argue that the race-matching policies established by the National Association of Black Social Workers create placement delays. Grounded in a "best interest of the child" standard, the passage of the MEPA-IEP overturned race-matching policies and made it illegal to consider race, ethnicity, or national origins when placing children for adoption. In situating the transracial adoption debate in a discourse of reverse discrimination, advocates advance a simplistic picture of race and adoption--an understanding that, the author argues, is based on faulty assumptions. Her findings generate a more complex picture of race and adoption. [ABSTRACT FROM AUTHOR]

Issues of context, levels of privilege, and the contingency of cultural identifications are addressed in this study of South African group interview discourses in 1992 and 1999. A Critical/Interpretive perspective revealed that histories, socioeconomic positioning, and political policies differentially enabled and constrained the actions and views expressed by the participants. The persistence of whiteness ideologies and prevalence of enacted privilege emerged in the group interviews with participants identifying as ‘white’ and Afrikaner, with ambivalence becoming marked in the 1999 group discourse. Changes in the sociopolitical landscape are also reflected in the group discourses of participants identifying as ‘black’; discourses in 1999 included overt resistance and exerting agency through critique of ‘blacks’ who were complicit and ‘whites’ who perpetuated race and class privilege. [ABSTRACT FROM AUTHOR]

This study of the enactment and disruption of Whiteness in two White secondary literacy teachers focuses on their life histories and their practice and policy in relation to students of color. Both teachers demonstrated some disruption of Whiteness as well as some continued enactment of Whiteness, despite their stated intentions. The findings indicate that neither an abolition of Whiteness nor a rearticulation of Whiteness includes a sufficiently complex understanding of how disruption of Whiteness is influenced by the interplay of personal identity, the need to maintain personal congruence, and the cultural constraints of Whiteness. The author suggests that the inclusion of a psychological framework will be valuable in further exploration of the disruption of Whiteness. [ABSTRACT FROM AUTHOR]

The digital divide has been historically been understood too simplistically, as gaps in physical access to computers and the Internet among various identity groups. As a result, approaches for ending digital inequities, such as adding more computers to all schools and classrooms, have failed to take into account the historical and current social, cultural, political, and economic systems of power and privilege of which the digital divide is a symptom. This article examines this problem in the context of a greater picture of race, gender, class, language, and ability privilege, moving toward a more progressive approach for dismantling the digital divide. [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]

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.

The article presents an introduction to the Vol. 10 of the November 2003 issue of the journal Race, Gender & Class' special edition on privilege. In recent years, the study of oppression and inequality has been revolutionized by the growth of research and theorizing about privilege. The concept of privilege is applicable across a broad range of disciplines, including sociology, psychology, history, and literature, among others. It is dramatically expanding and transforming understanding of the dynamics of race, gender and class, as well as other axes of power such as sexual orientation, ability, age and so on. The focus on privilege provides a different view of inequality and contributes to a fuller understanding of the way, in which oppression operates. Privilege completes the picture, allowing exploration of ways, in which are implicated all systems of race, gender and class. Understanding privilege contributes to understanding of oppression and provides a new insight in combating the rampant discrimination and inequities that exist both above and below the surface of human lives. Articles presented in this volume of the journal explore some of the varied ways privilege plays out in society, as well as how it permeates behavior in often subtle and hidden ways.

Job-market discrimination research in the United States and Europe measures discrimination by a majority against racial minorities, discrimination that stems from historical patterns of inequality and privilege. Chilean researchers have applied these models to study class-based discrimination, finding some evidence to support its existence. Their innovative methods make race as well as class visible, and contradictions in their work show racial differences among Chileans. This research note highlights the interesting research from a new generation of labor economists who have simultaneously pushed the sanctioned limits of social debate and reaffirmed dominant explanations of inequality. Critical race theory is useful for making sense of the contradictions in their work and, it is argued, can improve the quality of Chilean social science research so as to reach a more accurate and self-reflective understanding of the sources and effects of inequality in Chile. [ABSTRACT FROM AUTHOR]