DOCSLIB.ORG

The Life History Reflections of Privileged College Student Social Justice Allies Timothy Packard Phillips Iowa State University

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Life History Reflections of Privileged College Student Social Justice Allies Timothy Packard Phillips Iowa State University Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2015 Working for justice: the life history reflections of privileged college student social justice allies Timothy Packard Phillips Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/etd Part of the Educational Administration and Supervision Commons, and the Educational Sociology Commons Recommended Citation Phillips, Timothy Packard, "Working for justice: the life history reflections of privileged college student social justice allies" (2015). Graduate Theses and Dissertations. 14610. https://lib.dr.iastate.edu/etd/14610 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Working for justice: The life history reflections of privileged college student social justice allies by Timothy Packard Phillips A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Education (Educational Leadership) Program of Study Committee: Nancy J. Evans, Major Professor Sharon R. Bird Warren Blumenfeld Peter Englin Robert Reason Iowa State University Ames, Iowa 2015 ii DEDICATION To the men who contributed to this project and their struggle for justice. Thank you for your patience, candor, and authenticity. I am certain I did not do justice to the essence of who you are through this work. Know that I stand in awe of who you are and what you do. To our allies holding diverse identities who have given us patience, grace, and the courage to struggle for a more just world that we might all enjoy. To Grandpa Deral, who I never had the privilege of knowing but who passed on through his son to me that to be educated is a privilege and with that privilege comes a responsibility to serve the community. iii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS ..................................................................................................... vi ABSTRACT ............................................................................................................................. ix CHAPTER 1. INTRODUCTION ............................................................................................. 1 Problem Statement .............................................................................................................. 1 Purpose Statement ............................................................................................................... 4 Research Questions ............................................................................................................. 4 Significance of the Study .................................................................................................... 5 Researcher Perspective ....................................................................................................... 7 Theoretical Framework ....................................................................................................... 8 Dominant Group Privilege ............................................................................................ 8 Ally Development Theory .......................................................................................... 10 Summary of Research Approach and Design ................................................................... 11 Overview of the Dissertation ............................................................................................ 12 Definitions......................................................................................................................... 13 CHAPTER 2. LITERATURE REVIEW ................................................................................ 15 Privilege and Dominant Group Behavior ......................................................................... 15 Dominant Group Status............................................................................................... 17 Dominant Group Oppression ...................................................................................... 20 Masculinity and College Men ........................................................................................... 21 Masculinity ................................................................................................................. 23 The College Man......................................................................................................... 25 Other Privileged Social Identities ..................................................................................... 26 Social Class Privilege ................................................................................................. 26 Heterosexual Privilege ................................................................................................ 27 Temporarily Able-bodied Privilege ............................................................................ 28 Cisgender Privilege ..................................................................................................... 29 Christian Privilege ...................................................................................................... 29 Social Identity and Privilege ....................................................................................... 30 Social Justice Work........................................................................................................... 30 Life Course........................................................................................................................ 33 Identity Development........................................................................................................ 38 The Social Justice Ally ..................................................................................................... 41 Ally Development Framework ................................................................................... 43 Ally Action.................................................................................................................. 48 Critical Incidents ............................................................................................................... 54 Summary ........................................................................................................................... 55 CHAPTER 3. METHODOLOGY .......................................................................................... 58 Epistemology .................................................................................................................... 58 Theoretical Perspective ..................................................................................................... 59 Methods............................................................................................................................. 60 iv Participants ........................................................................................................................ 63 Data Collection ................................................................................................................. 64 Data Analysis .................................................................................................................... 65 Trustworthiness ................................................................................................................. 66 Member Checking ....................................................................................................... 66 Peer Review ................................................................................................................ 67 Researcher Positionality.............................................................................................. 67 Prolonged Engagement ............................................................................................... 68 Researcher Reflexivity ................................................................................................ 69 Ethical Considerations ...................................................................................................... 71 Delimitations ..................................................................................................................... 72 Pilot Study ......................................................................................................................... 73 CHAPTER 4. PROFILES ....................................................................................................... 76 Individual Profiles ............................................................................................................. 76 Andy ............................................................................................................................ 77 Brandon ....................................................................................................................... 93 Charlie ....................................................................................................................... 106 Glenn ......................................................................................................................... 121 Graham .....................................................................................................................
Load more

Recommended publications
  • White by Law---Haney Lopez (Abridged Version)
    White by Law The Legal Construction of Race Revised and Updated 10th Anniversary Edition Ian Haney Lόpez NEW YORK UNIVERSITY PRESS New York and London (2006) 1│White Lines In its first words on the subject of citizenship, Congress in 1790 restricted naturalization to “white persons.” Though the requirements for naturalization changed frequently thereafter, this racial prerequisite to citizenship endured for over a century and a half, remaining in force until 1952. From the earliest years of this country until just a generation ago, being a “white person” was a condition for acquiring citizenship. Whether one was “white” however, was often no easy question. As immigration reached record highs at the turn of this century, countless people found themselves arguing their racial identity in order to naturalize. From 1907, when the federal government began collecting data on naturalization, until 1920, over one million people gained citizenship under the racially restrictive naturalization laws. Many more sought to naturalize and were rejected. Naturalization rarely involved formal court proceedings and therefore usually generated few if any written records beyond the simple decision. However, a number of cases construing the “white person” prerequisite reached the highest state and federal judicial circles, and two were argued before the U.S. Supreme Court in the early 1920s. These cases produced illuminating published decisions that document the efforts of would-be citizens from around the world to establish their Whiteness at law. Applicants from Hawaii, China, Japan, Burma, and the Philippines, as well as all mixed- race applicants, failed in their arguments. Conversely, courts ruled that applicants from Mexico and Armenia were “white,” but vacillated over the Whiteness of petitioners from Syria, India, and Arabia.
    [Show full text]
  • Intersectionality, Social Locations of Privilege and Conceptions of Women’S Oppression
    Intersectionality, social locations of privilege and conceptions of women’s oppression. By Lee MacLean Assistant Professor, Political Science Carleton University, Ottawa, On Prepared for the CPSA meeting, May 2009, Carleton University Email: [email protected] Please do not quote or cite. If we think of privilege simply as appearing in individuals rather than being in lodged in ways of thinking, we focus on what privilege feeds but not on what sustains it. - Elizabeth Spelman, Inessential Woman. (1988, 4) I am not making a culturalist argument about ethnocentrism, I am trying to uncover how ethnocentric universalism is produced in certain analyses. - Chandra Talpade Mohanty, “Under Western Eyes.”(1993, 55) Feminist theory is in a time of transition and of real promise. Over the past several decades, feminists have articulated a necessary critique of false universalization in feminist theorizing. Feminist generalizations about women misnamed or ignored the 2 experience of too many women, often eliding or crushing out vital information that stemmed from differences of class, race, ethnicity, sexual orientation, religion, age and ability. In the wake of this important critique, feminists have begun to forge new tools to help identify and avoid false universalization, tools which will allow for more accurate theorizations of women’s situations, their subordination and the possibilities of their liberation. One such tool is the concept of intersectionality, which holds that forms of oppression interact and modify one another. Another tool is the growing feminist literature on privileged social locations and their epistemological limitations. This paper analyzes the relationship between intersectionality and the sorts of the perceptions and misperceptions of women’s oppression that are facilitated by situations of social group privilege.
    [Show full text]
  • Exploring White Privilege Among Adult Learners in the Historically White College and University Classroom
    EXPLORING WHITE PRIVILEGE AMONG ADULT LEARNERS IN THE HISTORICALLY WHITE COLLEGE AND UNIVERSITY CLASSROOM by LINDA ELAINE LOGAN (Under the direction of RONALD M. CERVERO) ABSTRACT The purpose of this study was to understand how adult learners experience white privilege in higher education classrooms. There were two research questions guiding this study: (1) how does the social position of adult learners affect their experience of white privilege in the classroom; and (2) what are the manifestations of white privilege in the classroom. This was a qualitative case study conducted during the spring 2002 semester at a historically White university. The cases consisted of two higher education classrooms. Twelve racially diverse adult learners and two instructors participated in the study. Data collection methods included semi-structured interviews, classroom observations, and document analysis. The study found that race, class, and gender affected how adult learners experienced white privilege in the classroom. First, White racialness privileged White adult learners and non-White racialness burdened adult learners of color in the classroom. Class was found to be empowering only to White adult learners who could claim higher social locations. When class intersected with race, White adult learners at the lower end of class claimed power from Whiteness. Adult learners of color from higher and lower social class locations drew on their class backgrounds to negotiate issues of race that operated in the classroom. A higher social class location was of no benefit in the classroom for non-White adult learners who could claim that status. The study found male gender and African American racialness of one of the instructors to be intimidating only among his White students in the study.
    [Show full text]
  • Social Privilege and International Volunteering
    Western Washington University Western CEDAR Scholars Week 2015 - Poster Presentations May 15th, 10:00 AM - 2:00 PM Social Privilege and International Volunteering Stephanie Sisson Western Washington University Follow this and additional works at: https://cedar.wwu.edu/scholwk Part of the Communication Commons, and the Higher Education Commons Sisson, Stephanie, "Social Privilege and International Volunteering" (2015). Scholars Week. 29. https://cedar.wwu.edu/scholwk/2015/Day_two/29 This Event is brought to you for free and open access by the Conferences and Events at Western CEDAR. It has been accepted for inclusion in Scholars Week by an authorized administrator of Western CEDAR. For more information, please contact [email protected]. Social Privilege and International Volunteerism By: Stephanie Sisson Advisor: Dr. Ee Lin Lee Intercultural Communication Definitions Theory, Method & Data Social Privilege: Conferred dominance and unearned advantage due to personal identities Analysis (McIntosh, 1988) Oppression: The actions of imposition and deprivation that allow social privilege to exist Ten semi-structured face-to-face Intersectionality: All identities reify each other and are non-hierarchal in significance interviews (Total running time: 11hrs. 15min.) - Institutionalized Social Privilege: Societal systems that create disparities in access to Participants: International service material, goods, and power learning students traveling to - Self-Mediated Social Privilege: The active oppression of others that is believed to be Cambodia
    [Show full text]
  • Awareness of Privilege and Oppression Scale-2: Construction and Initial Validation
    University of Kentucky UKnowledge Theses and Dissertations--Educational, School, Educational, School, and Counseling and Counseling Psychology Psychology 2014 AWARENESS OF PRIVILEGE AND OPPRESSION SCALE-2: CONSTRUCTION AND INITIAL VALIDATION Michael J. McClellan University of Kentucky, [email protected] Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation McClellan, Michael J., "AWARENESS OF PRIVILEGE AND OPPRESSION SCALE-2: CONSTRUCTION AND INITIAL VALIDATION" (2014). Theses and Dissertations--Educational, School, and Counseling Psychology. 22. https://uknowledge.uky.edu/edp_etds/22 This Doctoral Dissertation is brought to you for free and open access by the Educational, School, and Counseling Psychology at UKnowledge. It has been accepted for inclusion in Theses and Dissertations--Educational, School, and Counseling Psychology by an authorized administrator of UKnowledge. For more information, please contact [email protected]. STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained needed written permission statement(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royalty-free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known.
    [Show full text]
  • Download Preprint
    Running head: SOCIAL PRIVILEGE Invisibility of Social Privilege to Those Who Have It Kaidi Wu1* and David Dunning1* Affiliations: 1Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI, USA 48109. *Correspondence to: [email protected] or [email protected]. Classification: Social Science SOCIAL PRIVILEGE 2 Abstract The U.S. faces deep social divides, with socially dominant and subordinate groups clashing over how much privilege the former enjoys and how much hardship the latter endures. These differences arise in part because privilege is invisible to those who have it. Dominant groups are hypocognitive of privilege, having more fragmentary and impoverished cognitive representations of what the concept is, relative to subordinate group members. Across 13 studies, this difference revealed itself in impaired performance on cognitive tasks involving privilege. Relative to those from subordinate groups (women, Black and Asian Americans, left-handers), dominant group members (men, White Americans, right-handers) needed more information about everyday behavior to recognize themes of discrimination, generated fewer examples of discrimination, and remembered fewer discriminatory instances from a questionnaire or videotaped talk. They also categorized instances of discrimination on a reaction time task more slowly. These cognitive performance deficits predicted group differences in beliefs about whether privilege and discrimination exist. Performance differences persisted whether privilege was framed as the absence of disadvantages or presence of advantages and whether discrimination was made salient or not. After watching a transgender woman describe discrimination experienced as a woman, both men and women showed increased awareness of male privilege and gender discrimination. Findings suggest that the invisibility of one’s privilege need not solely reflect identity-defensive motivations, but may also stem from cognitive deficits in conceptual knowledge about privilege and discrimination.
    [Show full text]
  • TERMS and DEFINITIONS Prejudice +
    Handout #6 On Behalf of Our Children Wisconsin Council of Churches TERMS AND DEFINITIONS Stereotype A fixed over-generalized belief about a particular group or class of people. Prejudice A preconceived opinion that is not based on reason or actual experience. A set of negative beliefs, generalized about a whole group of people. Privilege The dominant group has greater access or availability to resources because of particular characteristics. The dominant group’s way of thinking and living is seen as the norm against which all others are compared. Life is structured around those norms for the benefit of the dominant group, e.g., airplane seats and seatbelts are standard size; school classes are taught at a predetermined level, etc. White Privilege A right, advantage, or immunity granted to or enjoyed by while persons beyond the common advantage of all others; an exemption in many particular bases from certain burdens or liabilities. Discrimination The unjust or prejudicial treatment of different categories of people. Racism Individual and institutional discriminatory actions from a combination of prejudice, privilege and power. To exact racism, one must have social power/privilege to (further) marginalize an individual or a group without that social privilege/power. This then becomes a system of institutional and systemic oppression. Social Power Access and availability to resources which enhance one’s chances of getting what one wants and influencing others. Cultural and institutional standards are defined by those with greater social power (the dominant group). Oppression A system that locks the social power of groups into place. The dominant group controls the institutions that govern life—— education, employment, legal system, government, housing, etc.; and the cultural standards-—language, holidays, beauty, values, time, etc.
    [Show full text]
  • Structural Racism and Community Building
    THE ASPEN INSTITUTE ROUNDTABLE ON COMMUNITY CHANGE STRUCTURAL RACISM AND COMMUNITY BUILDING JUNE 2004 1 Introduction 1 Authors and Acknowledgments 3 The Significance of Race to Poverty and Disadvantage 8 The Meaning of Race 11 Structural Racism 13 The Context: The Dominant Consensus on Race 15 White Privilege: The Legacy and Enduring Power of Our Racial History 18 National Values 20 Contemporary Culture 23 The Current Manifestations: Social and Institutional Dynamics 24 Processes That Maintain Racial Hierarchies 27 Racialized Public Policies and Institutional Practices 33 Implications and Conclusions 35 What Does a Structural Racism Perspective Imply for Community Building and Related Social Justice Work? 42 Conclusion 44 Structural Racism and Community Building: Frequently Asked Questions THE ASPEN INSTITUTE ROUNDTABLE ON COMMUNITY CHANGE STRUCTURAL RACISM AND COMMUNITY BUILDING JUNE 2004 Extended Uses The Aspen Institute encourages the use of this document. Reproductions in whole or in part are allowable without permission provided appropriate references are given. To Order Additional copies of Structural Racism and Community Building can be obtained from: The Aspen Institute Fulfillment Office P.O. Box 222 109 Houghton Lab Lane Queenstown, Maryland 21658 Phone: 410-820-5338 Fax: 410-827-9174 E-mail: [email protected] Copyright © 2004 by The Aspen Institute The Aspen Institute One Dupont Circle Washington, D.C. 20036-1133 Published in the United States of America in 2004 by The Aspen Institute All rights reserved. Printed in the United States of America ISBN # 0-89843-415-7 Pub. No.: 04/063 Suggested citation: Aspen Institute Roundtable on Community Change. 2004. “Structural Racism and Community Building.” Keith Lawrence, Stacey Sutton, Anne Kubisch, Gretchen Susi and Karen Fulbright-Anderson, authors.
    [Show full text]
  • The Poor/Working-Class College Students’ Challenges and Resiliency Factors Scale
    The Poor/Working-Class College Students’ Challenges and Resiliency Factors Scale: Developing the P/W-CRF Rebecca Reed Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2017 © 2017 Rebecca Reed All rights reserved ABSTRACT The Poor/Working-Class College Students’ Challenges and Resiliency Factors Scale: Developing the P/W-CRF Rebecca Reed Social class encompasses the preferences, lifestyles, and behaviors of people in various social class groups in conjunction with the structural privileges that accompany certain social locations (Smith, 2010). Class-privileged college students typically come to campus with greater amounts of cultural capital (Bourdieu, 1980) that afford them the luxury of understanding how to navigate the middle-class environment of college (Tett, 2000). Students from poor/working- class backgrounds are, on the other hand, often without the benefit of knowing the behavioral codes and expectations of college, which can lead to negative psychological outcomes in the form of lowered self-esteem, depression, and stress. As a construct, resiliency provides a framework for understanding how some poor/working-class students are able to succeed despite these potential negative outcomes and persist through college. The study aimed to measure the class-related challenges and resiliency factors that correspond to different levels of psychological outcomes using a scale called the Poor/Working-Class Challenge and Resiliency Factor Scale (P/W-CRF). Data was collected using a sample of 253 four-year college students who identified as coming from a poor/working-class background.
    [Show full text]
  • 2017 Cultural Competency Conference Thursday, February 23, 2017
    2017 Cultural Competency Conference Thursday, February 23, 2017 Welcome Conference Overview and Engaging Effectively Topic 1: Cultural Competence o Understanding common vocabulary o Critical social justice o Privilege and oppression o Identity Table discussion: Identity development activity o Facilitated discussion Break Topic 2: Unconscious Bias o Understanding unconscious bias o Microaggressions Table discussion: Case studies Large group debrief Actions steps Closing Resource tables 2017 Cultural Competency Conference: Exploring concepts of privilege, oppression and identity OBJECTIVES: Differentiate between diversity, multicultural, cultural competency, & social justice Describe your personal identities and identify biases Apply strategies for creating an inclusive environment within your unit/department at KU NOTES: White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh “I was taught to see racism only in individual acts of meanness, not in invisible systems conferring dominance on my group” DAILY EFFECTS OF WHITE PRIVILEGE I decided to try to work on myself at least by identifying some of the daily effects of white privilege in my life. I have chosen those conditions that I think in my case attach somewhat more to skin-color privilege than to class, religion, ethnic status, or geographic location, though of course all these other factors are intricately intertwined. As far as I can tell, my African American coworkers, friends, and acquaintances with whom I come into daily or frequent contact in this particular time, place and time of work cannot count on most of these conditions. 1. I can if I wish arrange to be in the company of people of 12. I can go into a music shop and count on fi nding the my race most of the time.
    [Show full text]
  • Class, Status, Poverty, and Capital: a Guide to Social Stratification in Career Counseling
    Portland State University PDXScholar Counselor Education Faculty Publications and Presentations Counselor Education 7-2013 Class, Status, Poverty, and Capital: A Guide to Social Stratification in Career Counseling Tina M. Anctil Peterman Portland State University, [email protected] Brian Hutchison University of Missouri - St Louis Carol Klose Smith University of Iowa Follow this and additional works at: https://pdxscholar.library.pdx.edu/coun_fac Part of the Student Counseling and Personnel Services Commons Let us know how access to this document benefits ou.y Citation Details Anctil Peterman, Tina M.; Hutchison, Brian; and Smith, Carol Klose, "Class, Status, Poverty, and Capital: A Guide to Social Stratification in Career Counseling" (2013). Counselor Education Faculty Publications and Presentations. 16. https://pdxscholar.library.pdx.edu/coun_fac/16 This Presentation is brought to you for free and open access. It has been accepted for inclusion in Counselor Education Faculty Publications and Presentations by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Class, Status, Poverty, And Capital: A Guide To Social Stratification In Career Counseling Tina Anctil, Ph.D., Portland State University Brian Hutchison, Ph.D., University of Missouri--St . Louis Carol Klose Smith, Ph.D., University of Iowa Nation Career Development Association: Boston, MA Social Class Mad Libs I grew up in a _________ class neighborhood. I knew this because the important adults in my life worked such jobs as __________, ___________, and ___________. I knew growing up that there were people from other classes. One time I remember is when ___________. This made me realize that my class and their class afforded us different outlooks and opportunities.
    [Show full text]
  • 'Rarely Discussed but Always Present': Exploring Therapists' Accounts of Social Class in Therapy Charlotte Mcevoy
    ‘Rarely discussed but always present’: Exploring therapists’ accounts of social class in therapy Charlotte McEvoy Submitted in partial fulfilment of the requirements of the University of the West of England, Bristol for the Degree of Professional Doctorate in Counselling Psychology Faculty of Health and Applied Sciences, University of the West of England November 2019 Word count 40,043 (excluding references and appendices) 1 2 Contents Acknowledgements………………………………………………………………………………………6 Abstract…………………………………………………………………………………………………….......7 Introduction……………………………………………………………………………………………….…8 An anecdote from practice…………………………………………………………………………..8 Theorising class in the social sciences…………………………………………………………9 Defining social class in sociology………………………………………………………...11 Official definitions of class……………………………………………………………….…12 The ‘cultural turn’ in defining class……………………………………………………..14 Feminist critiques of structural theories of class………………………………….18 Social class and socio-economic status in the UK…………………………………19 Class, mental health and therapy…………………………………………………………….…20 The relationship between social class and socio-economic status and health and wellbeing…………………………………………………………………….…….20 Class is neglected in counselling psychology in the UK………………………....23 Research on clients’ experiences of class differences in therapy…………………………………………………………………………………………….. 25 Therapists’ perspectives, and classism in psychology, counselling and psychotherapy……………………………………………………………………………………26 What can we learn from discussions of race and racism in
    [Show full text]