Awareness Of Privilege Research Articles

A THEORETICAL MODEL OF STUDENT LEARNING IN AN ACADEMIC SERVICE-LEARNING COURSE: DIVERSITY AND CIVIC OUTCOMES

A qualitative-quantitative mixed-methods longitudinal research study was conducted to measure differences in civic and diversity outcomes in a cross-sectional sample of 138 undergraduate students. The quantitative results indicate that students improve their social justice attitudes, awareness of White racial privilege, racial-cultural-ethnic identity, and interests in multicultural work from the beginning of the semester. The qualitative findings replicate and extend the quantitative results. Career development and opportunities for growth were detected as unexpected themes that emerged from the data. The use of the mixed-methods approach provided an opportunity to conceptualize how students reformulate their diversity attitudes and acquire civic skills in an academic service-learning course. Implications for teaching and learning are discussed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0799/a.php" alt="Hit counter" /></p>

Anti‐egalitarianism motivates denial of male privilege

AbstractMen are privileged economically, politically, and socially, yet some deny this. Previous research suggests that denial of privilege can help to manage the discomfort associated with a privileged identity, but we propose that it serves primarily to preserve privilege. In two preregistered studies (Ntotal = 911 Australian participants) we show that denial of male privilege is not unique to men and that it is strongly predicted by anti‐egalitarianism, even when controlling for gender and other variables known to predict attitudes toward inequality (facets of right‐wing authoritarianism and social dominance orientation). In Study 1, a multiple regression model accounted for 59% of the variability in reported male privilege awareness, with anti‐egalitarianism contributing 47% of the explanatory power. In Study 2, the explanatory power of anti‐egalitarianism was more modest (26%) and similar to that of gender (27%), and both also positively predicted claims of female privilege. This suggests that rather than simply reflecting unawareness of male privilege or being a way to manage a privileged identity, denying the existence of male privilege and claiming that women are privileged helps to preserve gender inequality by presenting it as a just result of meritocracy.

Talking About Privilege: Framing Inequality as Advantage Is More Likely for Inequality in Positive Than in Negative Outcomes.

Inequality is often one-sidedly framed as disadvantage, a practice identified as problematic by empirical research and critical scholarship, as it renders privilege invisible and shapes perceptions of and reactions to inequality. Importantly, inequality can mean differences in positive (e.g., promotions) or negative outcomes (e.g., harassment). Drawing on cognitive processes involved in (group) comparisons and the processing of positive and negative content, we predict that the valence of outcomes moderates the preference for disadvantage (vs. advantage) frames. We coded social media posts on gender inequality (Study 1, n = 1,402) and had participants in an online experiment (Study 2, n = 164) describe gender and sexual orientation inequality in positive and negative outcomes. Confirming hypotheses, people overall used disadvantage frames more, but were more likely to use advantage frames for inequality in positive (compared with negative) outcomes. We discuss theoretical implications for inequality framing research and practical implications for privilege awareness interventions.

The Effects of Morally Reframed Messages on White Individuals' Attitudes Toward White Privilege.

Many White Americans are unaware of or tend to deny the existence of White privilege. One potential explanation for this denial is the belief that America functions as a meritocracy. Prior research suggests that morally reframed messages can change individuals' beliefs when the reframed messages align with their personal moral values. Contributing to the literature on morally reframed messages, the current pair of studies challenged individuals' beliefs about meritocracy in order to promote their awareness of White privilege. After demonstrating that morally reframed messages about America as a meritocracy can meaningful reflect five distinct moral foundations (i.e., Harm/Care, Fairness/Reciprocity, Loyalty/Betrayal, Authority/Respect, Purity/Sanctity), the current studies revealed that individuals who endorsed the moral values of Authority/Respect, Loyalty/Betrayal, and Purity/Sanctity (the binding foundations) reported stronger beliefs in meritocracy and less awareness of White privilege, whereas individuals who endorsed the moral values of Harm/Care and Fairness/Reciprocity (individualizing foundations) reported weaker beliefs in meritocracy and greater awareness of White privilege (Studies 1 and 2). Although the morally reframed messages promoted individuals' White privilege awareness compared to a control message (Study 2), the effectiveness of the messages was not enhanced when the messages aligned with individuals' moral values (Studies 1 and 2). The current pair of studies is the first to examine if individuals' endorsement of the five moral foundations can be used to change their beliefs about White privilege.

Developing Confidence in Engaging in Diversity, Equity, and Inclusion and Social Determinants of Health Topics Through Self-Authorship

ObjectiveThis study used a self-authorship framework to explore if diversity, equity, and inclusion (DEI) and social determinants of health (SDoH)–focused laboratories and learning activities increase student confidence in understanding aspects of implicit bias and SDoH, and how these activities impact student comfort in discussing and confidence in initiating conversations on DEI/SDoH topics with colleagues, faculty, supervisors, and patients. MethodsFirst-year PharmD students engaged in 3 learning activities across 2 courses. Students were challenged to evaluate their biases and incorporate DEI/SDoH into their professional identity formation. This study used a mixed-methods, embedded approach to analyze assessment data collected via a questionnaire and assignments administered at 3 points during the fall semester. Quantitative analysis used a quasi-experimental, between-participants, pretest-posttest design. The qualitative component used open-ended questions to gain additional insight into participant experiences, gathered detail on perceptions, and provided context. ResultsA 1-way analysis of variance showed statistically significant increases between assessment points for all items related to confidence in understanding implicit bias and SDoH. Comfort in discussing DEI/SDoH topics with supervisors/faculty and patients increased over time. Comfort in discussing DEI/SDoH topics with colleagues did not increase. Three salient themes emerged from qualitative analyses: bias and privilege awareness, education, and professionalism. ConclusionThis study found that students started evaluating their own knowledge, beliefs, and claims in social and professional settings as defined by the self-authorship framework. Student comfort and confidence in discussing DEI/SDoH topics increased over time. Findings support that engaging students in multimodal programming may support incorporation of DEI/SDoH into professional identity formation.

Addressing Barriers to Research-Informed Practice: A Library and Social Work Collaboration to Empower Future Practitioners

Social work education prioritizes the use of research to inform practice. As university students, prospective social workers have a wealth of research available to them as well as librarians to help them find, evaluate, and use that information. However, access to much of this research ends once the student graduates—at a time when it is most needed to inform their professional practice. To address this challenge, a librarian and a social work faculty member worked with one class of students in their final semester of a bachelor’s degree in social work program to promote awareness of information privilege and barriers to access, to expand their understanding of authority to include marginalized voices, and to utilize an open pedagogy assignment as a means of proactively addressing these challenges. This article describes what was learned from this effort, including the results of surveys conducted with students before and after instruction.

Addressing the White problem critically: A latent profile analysis of racial attitudes

AbstractAdvancing racial justice requires changes in White people's critical consciousness, including understanding the historical, material, and cultural conditions that have given rise to and maintain racism and White supremacy on individual, interpersonal, and systemic levels. To effect such changes, we need to better understand White people's current racial attitudes and their relation to anti‐racist action. Consistent with the QuantCrit framework, this study explored White Americans’ (N = 531; mean age = 34.4; 60.8% female) racial attitudes using Latent Profile Analysis with indicators selected from measures categorized within four themes: empathic connection in cross‐racial relationships, affective awareness of white privilege, blatant colorblind racial attitudes, and structural awareness. LPA resulted in four profiles based on patterns in participant responses to indicator items: Uncritical, Ambivalent, Incongruous, and Critical racial attitudes. Analyses of demographic differences between profile members indicated that participants with higher levels of critical racial consciousness were more likely to be women, trans, or non‐heterosexual, and have more friendships with People of Color. Members of profiles with higher levels of critical reflection also had significantly higher scores on racial justice action outcomes.

“Why the Silence?”: Giving a Voice to the Lived Experiences of STEMM Librarians

Inclusion, diversity, belonging, and equity (IDBE) are tenets discussed and developed in many universities and university libraries. Although there were studies on IDBE in libraries in general, the authors of this study were particularly interested in what Science, Technology, Engineering, Mathematics and Medicine (STEMM) librarians were facing or not facing regarding IDBE. We were unable to locate any known study focusing on STEMM librarians' lived experiences regarding IDBE. Thus, our study aimed to explore this area further. A survey consisting of multiple-choice, Likert and short-answer questions was sent to STEMM librarians via specific listservs. In this study, we use a grounded theory approach and analyze three of the questions in the survey. This study would particularly interest librarians who would like to ascertain the climate of IDBE and the intersection with social justice in STEMM Librarianship. Also, we provide strategies to improve the climate and provide a more inclusive, diverse, equitable and belonging environment for STEMM Librarians. Our data analysis shows that STEMM librarians who identify as People of Color encounter negative behaviors, experiences, and attitudes at a much higher rate than STEMM librarians who are white. In addition, many STEMM librarians who identify as white report white privilege awareness.

Empowering the marginalised: Exploring the potential of Theatre of the Oppressed as an intervention for youth offenders in social work practice

Summary There is limited literature of the usage of Theatre of the Oppressed within Social work practice. In this study, a group of youth offenders (n = 9) and three social workers known to a Social Service Agency participated in a 9-week Theatre of the Oppressed workshop, consisting of activities aimed to raise critical consciousness. The workshop eventually culminated in a Forum Theatre performance, put up to an invited audience (n = 17). Data was collected throughout the workshop and performance and analyzed using an arts-based method. A focus group discussion was also held with the youths and the social workers separately at the end of the program. Findings Data revealed that the Theatre of the Oppressed games and activities built solidarity among the youths, although the cultural subgroups of the youths played a part. There was also a general increase of awareness and understanding of power and privilege, and an ownership of the issues that they were experiencing. While the youths felt empowered by the process of designing the script and sharing their stories, the actual medium of performing in front of a group and the power differential with the audience members was seen to have created a negative experience for them. Applications This study provides an idea of the impacts of Theatre of the Oppressed within group work settings, for marginalized youth offenders. Through the carefully curated activities, social workers may be able to tap on Boal’s techniques as a way to build rapport, raise critical consciousness, and empower these youths.

Predictors of White parents' racial socialization: Links to attributions for racial inequalities and views of White privilege

AbstractTo explore predictors of variations in White parents’ racial socialization messages, we collected data on racial socialization practices, attributions for racial inequalities, and views about White privilege from White parents of White children between the ages of 10 and 14 (N = 194). After controlling for education and political ideology, endorsement of external attributions for racial inequality was related to sending more frequent messages about awareness of racism and White privilege, whereas endorsement of internal attributions was related to sending more frequent messages about colorblindness and preparation for bias. Further, beliefs about White privilege were associated with socialization regarding awareness of racism and acknowledgment of White privilege and negatively related to colorblind and preparation for bias messages. Results highlight the ways in which White parents’ racial socialization approaches reflect underlying views of race and racism.

Discrimination-Sensitive Psychotherapy: How High Is The Privilege Awareness Among Psychotherapists?

Discrimination can have a negative impact on mental health and thus can play a crucial role in the context of psychotherapy. This paper outlines the potentials and the relevance of an (intersectional) privilege awareness of psychotherapists for a discrimination-sensitive psychotherapy. The aim of this study was to assess the privilege awareness of psychotherapists in Germany for the first time as well as its thematization in the training of psychotherapists. In addition, the connection between belonging to a marginalized group and the privilege awareness was investigated. 270 psychotherapists (in training) based in Germany participated in an online survey (2022). Privilege awareness was assessed with an adapted version of the Awareness of Privilege and Oppression Scale-2, translated into German, regarding the following axes of discrimination: heterosexism, classism, and racism. Three self-written items additionally surveyed the thematization of discrimination and privilege in psychotherapy training. The relationship between belonging to a marginalized group and privilege awareness was examined using linear regression analysis. Nearly 65% (N=270) of participants felt unprepared or somewhat unprepared to deal with patients' experiences of discrimination, with approximately 40% (N=270) indicating that discrimination was not addressed in training. Privilege was addressed much less frequently. Belonging to a marginalized group was associated with higher privilege awareness (B=0,47, 95%-confidence interval: 0,27-0,67, F(2, 267)=15,41, p<0,001). There is a need to include the impact of discrimination and privilege on mental health and the therapeutic relationship as an integral part of psychotherapy training to enhance its quality as well as the quality of future psychotherapies.

Colorblind racial ideology as an alibi for inaction: Examining the relationship among colorblind racial ideology, awareness of White privilege, and antiracist practices among White people

AbstractThis study examines the relationship among White antiracism, colorblind racial ideology (CBRI), and White privilege awareness. We use Critical Race Theory (CRT) to frame the historical context of racism in the U.S. and the emergence of racist ideologies. We examine the extent to which White privilege awareness mediates the relationship between CBRI and antiracist practices among White people. We found that (1) participants’ antiracist practices were increased the more they rejected power‐evasive forms of CBRI, (2) people who were more aware of their White privilege were also more driven toward antiracist practices, and (3) respondents’ awareness of their White privilege was enhanced as they rejected power evasive forms of CBRI. We also found that White people were more likely to participate in antiracist practices when they rejected power evasion CBRI partly because rejecting CBRI enhanced their awareness of White privilege. Our results suggest that the fight against racism requires White people to acknowledge and dismantle the privileges that come with being a member of a dominant group. We contend that CRT is a powerful framework for psychology because it helps resolve the problem of understanding how structural phenomena become ideologies that shape the way people believe and behave.

Participatory community action research in homeless shelters: Outcomes for shelter residents and service-learning research assistants

The article reports empirical outcomes of an ongoing transdisciplinary participatory community action research project that implements behavioral activation in homeless shelters. The overall goal of this Project is twofold: (1) to improve psychosocial functioning of shelter residents and enhance their opportunities to overcome homelessness; and (2) to enhance civic development of service-learning students who assist in Project implementation. Two studies are reported, representing these goals. Study 1 found that residents of a men’s shelter (n = 892), women’s shelter (n = 433), and transitional housing (n = 40) perceived behavioral activation sessions as immediately beneficial (i.e., important, meaningful, worthy of repeating, and enjoyable), and over the course of shelter stay, they perceived behavioral activation as contributing to their hope, empowerment/self-sufficiency, quality of life, purpose/meaning in life, wellbeing, social support, shelter social climate, and relationships with staff. Quantitative findings are supported by qualitative data (comments by residents on forms). Study 2, which replicates and extends past research on civic-development in service-learning students, used a new quasi-experimental design to compare service-learning students (n = 41) in an interdisciplinary course on homelessness versus non-service-learning students (n = 16) in a psychology course. Service-learning students showed pre- to post-semester improvements in community service self-efficacy, decreases in stigmatizing attitudes, and increases in awareness of privilege and oppression, but students not engaged in service-learning did not show these civic-related changes. These quantitative results are supported by qualitative data (written reflections by students). Results and implications are discussed within the context of the concept of psychopolitical validity.

Physical therapist awareness of diagnostic imaging referral jurisdictional scope of practice: an observational study

ABSTRACT Objectives To examine physical therapist awareness and utilization of imaging referral privileges in the United States (US) and how it relates to direct access frequency. Methods This study utilized survey data collected in 2020–2021 from US physical therapists. Subjects were asked about imaging referral jurisdictional authority in their state. Responses were analyzed for accuracy and compared to the level of jurisdictional authority and its impact on imaging referral. Analysis of imaging skills performance and imaging referral practices were compared to direct access frequency. Results Only 42.0% of physical therapists practicing in states that allow imaging referral were aware of this privilege. Those practicing where imaging referral was allowed via state legislation were significantly more likely (p < 0.01) to be aware of this privilege (71.4%) compared to those granted by the state board (25.2%). Those aware of their imaging referral scope were more likely (p < 0.01) to practice imaging referral (44.5%) compared to those who were unaware (3.2%). Direct access frequency was positively associated with imaging skill performance and imaging referral practice (p < 0.01). Doctors of Physical Therapy, residency/fellowship-trained physical therapists, and board-certified physical therapists all reported practicing greater frequency of direct access (p < 0.01). Discussion/Conclusion There is a striking lack of awareness of imaging privileges among physical therapists as influenced by the level of jurisdictional scope. These results suggest that the lack of awareness may have a dampening effect on diagnostic imaging referrals. The American Physical Therapy Association should consider engaging with state boards to raise imaging privilege awareness.

Analisis Perspektif Influencer Pada Beauty Privilege Dalam Sosial Media Instagram

Beauty privilege is a very lively issue being discussed by some people. Many things cite this phenomenon, especially on the social aspect, and one of them is Instagram. The presence of the beauty privilege phenomenon makes people more aware of the importance of maintaining their appearance, both physical body and their appearance, as well as other potential that they have as a human. However, many also say that the phenomenon of beauty privilege triggers unfair treatment in terms of public morality. All of those opinion will be discussed in this journal by qualitative approach using data triangulation with the study of phenomenology theory, literature, and observation with data taken by interview techniques specified by taking samples using purposive sampling techniques on sample triangulation in various fields of work on Instagram social media, namely among influencers, youth, adults, and social media specialists. The results of the discussion show that there is a public view of beauty standards; (1) there is an influence of beauty privilege on careers on social media platforms like Instagram; (2) the importance of having awareness of beauty privilege; and (3) there are deficiencies in the issue of beauty privileges for individuals who have them.

Problematising the Problem

Employment inequality is recognised as a problem for deaf people. What is rarely understood is that what often lies behind that inequality is less a “deaf-centered” problem, but rather the issue of “hearing privilege”. Hearing privilege refers to the unearned advantage granted to hearing people on the basis of their hearing identity in a society characterised by ableism. Despite a proliferation of research on the employment disadvantage experienced by deaf people, hearing people continue to dominate in leadership positions in deaf community voluntary organisations. By drawing upon scholarship from Privilege Studies and social justice education, this article “problematises the problem” by discussing the importance of viewing deaf people’s experience of disadvantage through the prism of hearing privilege. The article offers insight into how privilege awareness workshops can be hugely influential in educating hearing people about their privilege and encouraging them to take responsibility for challenging their unearned advantage.

Endorsement of Critical Social Justice and Privilege: Heterosexual and Cisgender Privilege Awareness Among Social Work Students in the US

ABSTRACT Despite its central role in social work practice and education, little is known about how social justice is operationalized within the discipline. One aspect that may shed light on how the field engages the construct of social justice is through understanding more about recognition of privilege. This study examines how demographic differences, psychosocial predictors, and social work program variables may be related to increased levels of heterosexual and cisgender privilege awareness among social work students. In the heterosexual privilege model (N = 585), increased privilege awareness was associated with identifying as a cisgender woman, a more liberal political orientation, completing a course on power, privilege, and oppression, a critical endorsement of social justice, and being a 2-year MSW or doctoral student. In the cisgender privilege model (N = 758), predictors of increased privilege awareness included identifying as a cisgender woman, identifying as gay, a more liberal political orientation, completing a course on power, privilege, and oppression, a critical endorsement of social justice, and being a 2-year MSW or doctoral student. The findings demonstrate the importance of understanding social justice from a critical perspective and for educators to effectively communicate the connections between social justice and social work practice. Effective strategies to do this are discussed.

"Head of the Class": equity discourses related to department head appointments at one Canadian medical school.

Equitable appointments of departmental leaders in medical schools have lagged behind other Equity, Diversity, and Inclusion (EDI) advancements. The purpose of this research was to 1) analyze how policy documents communicate changing ideas of EDI, employment equity, and departmental leadership; and 2) investigate department heads' (DH) perspectives on EDI policies and practices. We conducted a critical discourse analysis to examine underlying assumptions shaping EDI and departmental leadership in one Canadian medical school. We created and analyzed a textual archive of EDI documents (n = 17, 107 pages) and in-depth interviews with past (n = 6) and current (n = 12) DH (830 minutes; 177 pages). Documents framed EDI as: a legal requirement; an aspiration; and historical reparation. In interviews, participants framed EDI as: affirmative action; relationships; numerical representation; and relinquishing privilege. We noted inconsistent definitions of equity-deserving groups. Change is slowly happening, with emerging awareness of white privilege, allyship, co-conspiracy, and the minority tax. However, there is more urgent work to be done. This work requires an intersectional lens. Centering the voices, and taking cues from equity-deserving leaders and scholars will help ensure that EDI pathways, such as those used to cultivate department leaders, are more inclusive, effective, and aligned with intentions.

White privilege in Canadian high school sport: investigating white coaches’ perspectives on social justice issues

ABSTRACT Sport constitutes an important setting in which to study whiteness given ongoing issues related to power, privilege, and oppression. The purpose of the study was to examine white privilege in Canadian high school sport by investigating white coaches’ perspectives on social justice issues. A total of 463 high school coaches who self-identified as white completed an online survey. Results showed how coaches who had a greater awareness of white privilege in society had more favourable attitudes towards social justice, higher importance attributed to climate change issues, greater awareness of prejudicial attitudes against the LGBT community, and a higher propensity to engage in antiracist behaviours. Moderating effects for gender identity were also found. Moving forward, white privilege should continue to be studied in coaching to better understand how it is entangled with social justice.

Perceptions of Racism and White Privilege Among White Graduate Students in Audiology and Speech-Language Pathology.

In the White-dominated fields of audiology and speech-language pathology, graduate students should demonstrate awareness of racism and racial privilege to begin developing cultural humility. A 2013 survey of graduate students in audiology and speech-language pathology indicated that White students demonstrated minimal awareness of White privilege (Ebert, 2013). This study builds on Ebert (2013) by investigating changes in White students' perceptions of White privilege over time and by adding characterization of their perceptions of systemic racism. A web-based survey was distributed to graduate students in audiology and speech-language pathology programs across the country. The survey combined repeat questions from the work of Ebert (2013) with novel questions on systemic racism within the fields. For this study, only responses from White students were analyzed. The majority of White respondents (n = 104) acknowledged White privilege and systemic racism, though colorblindness and denial were still present among student responses. Significant increases in acknowledgment of White privilege from the Ebert (2013) results were observed across all questions. In qualitative analyses, the most common themes were the impact of White privilege and systemic racism on quality of services, access and opportunities, and clinician-client mismatch. Among White audiology and speech-language pathology graduate students, awareness of White privilege has increased over the past decade and most students acknowledge this privilege, as well as systemic racism. However, additional steps should be taken by students, graduate training programs, and practicing clinicians to continue confronting racial inequities in the fields. https://doi.org/10.23641/asha.22714222.