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Common Subjective Evaluations of Child Behavior Source: Thomas Armstrong as cited in Jawanza Kunjufu, Keeping Black Boys Out of Special Education (2005), p. 10. Notice how one’s preconceived attitudes toward the child shape which characteristics are attributed to him, and in turn, his schooling experiences and outcomes. Students of Color and Indigenous students are much […]

integration of dominant group The integration of dominant group norms into the structures of 125 society The construction of what’s normal and not-normal by the dominant group The invisibility of privilege for the dominant group The integration of group-based norms into the structures of society. As we explained in Chapter 5, oppression is a deeply

External and Structural Dimensions of Privilege 124 Are you left-handed? If so, you may notice how left-handed people are marginalized by social norms: the desks in classrooms, the shape of scissors, the locations of buttons on carry-on handles, a camera’s shutter release button, and even the standard way one is taught to strum a guitar

What Is Privilege? The academic definition of privilege used in critical social justice may be different from how our readers know the word in everyday usage. Consider by way of analogy how most people use the word average to mean ordinary. In contrast, mathematicians would use the term average to specifically describe the mean, median,

Extension Activities Discussion Questions 1. The authors argued that Mary (who was prejudiced against a presumed gay candidate) was enacting oppression, but Liz (who was prejudiced against a male candidate) was not. Review the reasons for this distinction. Why was Mary enacting oppression but Liz not? 2. In your own words, explain the authors’ argument

Patterns of Internalized Dominance and Internalized Oppression 115     Source: Adapted from Adair & Howell (2007), with permission Figure 5.4. The Panopticon Source: www.moyak.com/papers/Panopticon.jpg 116   http://www.moyak.com/papers/Panopticon.jpg   This model produced a type of self-policing, a self-imposed mechanism for control and supervision. In other words, the prisoner becomes fearful of the threat of the

Internalized Oppression Internalized oppression refers to internalizing and acting out (often unintentionally) the constant messages that you and your group are inferior to the dominant group and thus deserving of your lower position. Examples include: Believing that dominant group members are more qualified for and deserving of their positions Seeking the approval of and spending

Internalized Dominance Internalized dominance refers to internalizing and acting out (often unintentionally) the constant messages circulating in the culture that you and your group are superior to the minoritized group and thus entitled to your higher position. Examples include: Rationalizing privilege as natural (“It’s just human nature—someone has to be on top.”) Rationalizing privilege as

Dominant groups have the most narrow or limited view of society 110 because they do not have to understand the experiences of the minoritized group in order to survive; because they control the institutions, they have the means to legitimize their view (“I worked hard for what I have, why can’t they?”). Minoritized groups often

limited opportunities to present it for themselves. Oppression is cultural. Oppression is embedded in all dimensions of culture. Referring to the iceberg diagram from Chapter 3, consider how the norms of what constitutes deep culture (the unspoken and unconscious rules) are gendered and manifest in government processes and policies. These norms privilege men. Women who