Title: Understanding Race and Privilege
Headings: Understanding Race and Privilege
Understanding Race and Privilege
Background Information
The Role of Privilege
The Effect of Privilege in Schools
Self-Reflection Questions
Suggestions for Talking to Others About Privilege
Start by discussing how privilege looks in our society and which groups have privilege and which do not.
Stress that privilege is relative to each individual’s lived experience.
Recognize that having privilege does not require feeling guilty for your privilege.
Determine and offer ways to challenge systems of privilege and oppression in your own life.
Conclusion
Resources
Related NASP Resources
Online
Books
References

Content: John (a boy) is perceived to understand science better than Jane (a girl). Although John and Jane are both in the same science class and have the same grades on their assignments and exams, because he’s a boy, John’s perceived superior understanding of science can become advantageous if he (rather than Jane) is encouraged to join science clubs. Over time, John’s participation in various science clubs may lead to receiving better grades in science and improve his chances of being accepted into more rigorous and competitive classes and programs in the future. Privilege oppresses certain groups. As explained by Wildman and Davis (1995),
Members of the privileged group gain many benefits by their affiliation with the dominant side of the power system. Privileged advantage in societal relationships benefits the holder of privilege, who may receive deference, special knowledge, or a higher comfort level to guide societal interaction. Privilege is not visible to its holder; it is merely there, a part of the world, a way of life, simply the way things are. Others have a lack, an absence, a deficiency. Privilege exists when one group has something of value that is denied to others simply because of group membership and not based on what a person or group has done or failed to do (Johnson, 2006).