In class the other day, Connie asked us what we could do in order to resist the privilege that we are given simply because we are white. After she asked the question, I tried to really think about how any white person could resist their privilege. It’s a really hard question to answer because there really isn’t a way that as individuals we can completely give up the privilege that we have been given. The privilege itself exists simply because we are white and it exists whether we acknowledge its existence or not. However, just because we cannot completely get rid of the privilege we can do something to resist it. Doing nothing in order to resist privilege once we have acknowledged that it exists would not be a good choice.
privilege
What do whites do with their white privilege?
When Connie posed the question: What do you do with your white privilege? I thought about this question while reading Rothenberg’s White Privilege (2008); Rothenberg states the first steps after understanding how white privilege manifests is to “take the first steps to dismantle it on both a personal and institutional level.” While she emphasizes that all individuals experience white privilege differently by vocalizing these unique experiences with one another, we can gain a more comprehensive understanding of white privilege. Although Rosenberg gives no exact instructions on how to deal with white privilege, she makes it clear that whites have the ability to choose how we “spend”—as Connie explained— this privilege.
Patrotism or Racism?
If there was ever a time in which a headline encompassed the entire meaning of contemporary racism, this past weekend was it. In Texas, two teams played a basketball game; Alamo Heights and their rival, Edison High School. After Alamo won and was presented with a trophy some student spectators began to chant, “USA! USA! USA!”. Why you ask? Alamo Heights High School is predominantly white and Edison High School is predominantly Hispanic.
A Better Understanding
This week in class we were challenged with the task of educating a “typical white male” on how racism is still prevalent today. I was surprised by how difficult this task was, and especially surprised by how blank my mind was when trying to think of what to say. It started making me nervous about my role in society after this class, and how I’m supposed to spread my knowledge to others who embody the same persona that Connie did in class. By the end of class, after many attempts, we were explained the historical root causes of the inequalities that are still present today. Ironically, after years of learning about systematic and institutionalized racism, I thought “well yeah, duh! That makes sense!” However, it became really clear to me that my knowledge was actually quite shallow and I didn’t understand either of those concepts in depth. Although I’m a little more confident now that I’ve learned more, I can’t deny that I’m still insecure about changing the privileged white minds of America.
Modern vs. Old Fashion Racism
Recently in class, we have been talking about racism and the fact that racism is now more subtle whereas in years gone by, racism was more overt.
For 9 years now, I have tried earnestly to understand why, as an adult professional, I experienced so many adversities working with whites and other non-black professionals in the workplace. I have attended management classes, became very introspective to seek to understand myself and my management style etc. It was not until recently that someone told me what I suspected but was too afraid to utter. During the years I have worked in the Lehigh Valley, I found on many occasions that I would give a directive to someone I supervised and he or she would give me a hassle before completing and sometimes would not follow through. But if a colleague that was white and even in a non-supervisory role would issue the same directive, there would be no issue. I have experienced disrespect and isolation in the work place if I did not compromise standards and safety issues or behave permissively. These incidents would occur and I would question my approach and try new tactics catering my approach to each staff member. I would consult my peers and even superiors who would all agree that it was not “appropriate” to behave in an insubordinate manner towards me and that they themselves would not tolerate such behaviors. Curiously enough, no one has ever spoken up and/or coached the staff members being insubordinate.
“We Are Not to Blame” … Or Are We?
Lipsitz (2008) discusses the thoughts that a sixteen-year old high school student expressed to a reporter from the Los Angeles Times. She said, as I’m sure many other white men and women have, that she could did not believe that white people owe black people anything. She claims that because our ancestors were the ones that were responsible for slavery that we should not have to pay the price for what they did. As I was reading, I was surprised at first to see that someone would actually say or even think something like that. After thinking it over for a little while, however, I realized that there are probably many people that believe the exact same thing that this sixteen-year old girl believes. Why would they think any differently? As a white girl, she has not been taught any differently through examples of her social group and through the stereotypes that white people and institutions have placed upon other groups. A seventeen-year old girl expressed to the reporter an opinion that basically implies that because her family did not own slaves in the past that she should not be held responsible for what the ancestors of other families have done. I was equally surprised by this opinion as by the prior one at first.
Social Consequences of Breaking the Silence
Tatum (2008) argues that there isn’t enough talk about racism in the United States. White people in the United States don’t have to talk about race, but for people of color it is sometimes impossible to escape the dialogues on race. When speaking about racism in the United States, I think it is important to remember to or for whom you are speaking. The to or for whom is often laced with racial undertones and power dynamics.