White privilege (or white skin privilege) is the societal privilege that benefits white people over non white people, particularly if they are otherwise under the same social, political, or economic circumstances. Academic perspectives such as critical race theory and whiteness theory use the concept to analyze how racism and racialized soceities affect the lives of white or white-skinned people.
According to Peggy MickIntosh, whites in Western societies enjoy advantages that non-whites do not experience, as “an invisible package of unearned assets”. White privilege denotes both obvious and less obvious passive advantages that white people may not recognize they have, which distinguishes it from overt bias or prejudice. These include cultural affirmations of one’s own worth; presumed greater social status; and freedom to move buy, work, play, and speak freely. The effects can be seen in professional, educational, and personal contexts. The concept of white privilege also implies the right to assume the universality of one’s own experiences, marking others as different or exceptional while perceiving oneself as normal
Some commentators say that the term uses the concept of “whiteness” as a proxy for class or other social privilege or as a distraction from deeper underlying problems of inequality.Others state that it is not that whiteness is a proxy but that many other social privileges are interconnected with it, requiring complex and careful analysis to identify how whiteness contributes to privilege. Other commentators propose alternative definitions of whiteness and exceptions to or limits of white identity, arguing that the concept of white privilege ignores important differences between white subpopulatioons and individuals and suggesting that the notion of whiteness cannot be inclusive of all white people.They note the problem of acknowledging the diversity of people of color and ethnicity within these groups.
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Writers have noted that the “academic-sounding concept of white privilege” sometimes elicits defensiveness and misunderstanding among white people, in part due to how the concept of white privilege was rapidly brought into the mainstream spotlight through social media campaigns such as Black Lives Matter. As an academic concept that was only recently brought into the mainstream, the concept of white privilege is frequently misinterpreted by non-academics; some academics, having studied white privilege undisturbed for decades, have been surprised by the seemingly-sudden hostility from right-wing critics since approximately 2014.
Submit a 2- to 3-page APA formatted paper in which you:
- Explain the potential impact of on clients from both dominant and minority groups (consider impact of both positive and negative stereotypes).
- Explain how intersecting identities might impact an individual’s experience (for example, race/ethnicity and gender, race/ethnicity and class, race/ethnicity and ability, race/ethnicity and sexual orientation, race/ethnicity and class).
- Providing specific examples, explain how a social worker might utilize cultural strengths when working with clients.
- Describe 2-3 social work skills and how a social worker might use them to engage in anti-oppressive work.
- Support ideas in paper with at least 2-3 course resources (please reference specific chapters, not the entire textbook) and at least one additional peer-reviewed article from the Walden library (not assigned in this course) to support your ideas.ADDITIONAL INSTRUCTIONS FOR THE CLASSDiscussion Questions (DQ)
- Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
- Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
- One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
- I encourage you to incorporate the readings from the week (as applicable) into your responses.
- Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
- In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
- Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
- Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
- Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
- Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
- I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
- I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
- As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
- It is best to paraphrase content and cite your source.
- For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
- Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
- Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
- Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
- The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
- Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
- If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
- I do not accept assignments that are two or more weeks late unless we have worked out an extension.
- As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
- Communication is so very important. There are multiple ways to communicate with me:
- Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
- Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.