Literature Review

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lwu18

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Write 6 pages literature review. I'll provide 6 online articles use the articles to write lit review. The files i upload are instruction, sample and grading rubric.

6 online articles are as follows

https://www.thoughtco.com/examples-of-institutiona...

https://www.foxnews.com/transcript/bill-oreilly-th...

https://drive.google.com/file/d/1KnEszflZxdn9xiJ95...

https://www.theodysseyonline.com/im-white-and-dont...

https://www.huffingtonpost.com/gina-crosleycorcora...

http://time.com/85933/why-ill-never-apologize-for-...

Make sure to avoid plagiarism!!!!!!!!!!!!!!!!!!!!

Thank you!

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Literature Review 1 Your task in this assignment is to demonstrate how the texts you have read participate in an ongoing conversation. In order to accomplish that, you will survey and describe the topic, provide a detailed summary of the conversation around it, identify the various camps involved in that conversation, and describe how the participating voices in that conversation interact with one another. A successful literature review will do the following: • • • Demonstrate an understanding of the parameters of the topic. Demonstrate an understanding of why the topic is important. Demonstrate an understanding of how the various authors are engaged in an ongoing conversation about this topic. This is not an argumentative essay in which you stake out a position and defend it; you are not stating your opinion or evaluating/critiquing your sources. Instead, what you are doing here is writing about the debate that the authors are having—without offering any personal opinion or comment. NOTE: The term "literature" is not used here to mean fiction; rather, literature is the body of research and writing on a given topic. In other words, the literature is the conversation. For this assignment, you will review the literature or describe the conversation about a topic. Part 1: Introduction The first thing you need to do as you write this lit review is to provide an overview of the topic that will function as an introduction to your discussion. Think of it like a little miniessay that sets the stage for the reader. It is in this space that you will talk broadly about the topic—its origins, history, importance, major debates, and context—and provide a roadmap for the discussion to follow. In composing your topic introduction, make sure you include the following elements: • • • A broad description of the topic that provides the reader with a clear sense of what you will be studying. A pointed discussion of why this topic is important. A broad discussion of the major debates about the topic and why they are important. Part 2: Discussion of Major Debates and Questions The second step in composing your literature review is to spend a good deal of time discussing the major debates or questions that people have when discussing your topic. You have probably heard the old cliché that every argument has two sides. We would suggest that this is not completely true since most arguments have at least two sides—and very often have more than that. Think about something like the abortion debate. Are there only two sides—those for it and those against it? Hardly. There are people who want it illegal in any circumstance. There are people who want it illegal except in the case of rape or incest. There are people who want it illegal except in the case of rape, incest, or a threat to the life of the mother. There are people who want it legal but want to provide disincentives (e.g. mandatory counseling) to people considering one. There are people who want it legal except after the first trimester. There are people who want it legal but want it to be rare. There are people who want it legal regardless of time or circumstance. Do you see how there are many sides to this debate? What we want you to do in this section is describe the major debates or questions associated with your topic as fully and honestly as you can. Who are these people? What do they argue? Can you organize them into any kinds of groups so that it's easier to imagine the discussion? In this assignment, discuss the major debates or questions associated with your topic. As you write, make sure you consider the following: • • • • • What are the broad groups of opinion about this topic? Are there sub-groups within those broad groups? Are there nuances of opinion or thinking that might get overlooked by a cursory glance? Make sure you provide support for your claims about these discussions and that you accurately and honestly represent the positions. Make sure you emphasize the major voices in the debate. Is there someone whom others are listening to? Is there a dominant voice in the discussion? Part 3: Discussion of Areas for Further Inquiry Thus far, you have provided an introduction, a discussion of the debates, and a discussion of the major voices in your subject. The final component of your literature review will be a discussion of what needs to be discussed more. This is where you, now with some expertise on this subject, can confidently say where future critical attention should be focused. This is not a place for you to argue with the sources. It is a place for you to recognize where they—as a whole—have not covered everything about this topic that there is to discuss. As you write, make sure that you do not enter into the debate. Your task is merely to describe what still needs to be looked into. THE CONDENSED VERSION: -Describe the conversation we've been reading -Describe the major questions/discussions governing the conversation -Make connections and comparisons among writers and groups of thoughts -Point out areas the conversation has not yet covered The literature review should be a minimum of 6-8 pages - not including your works cited page(s). Please use 12-point Times New Roman and double-space throughout. Your literature review must include a complete and accurate Works Cited page(s). If the essay fails to reach the minimum page requirement, the overall grade will be docked 10 points for each missing page. This also applies to missing sources (you should have 6). You must use the sources that were provided to you, as well as the sources you researched. Sarah Clark K. Kitamura English 1010 13 December 2017 Women In the Workforce During my sophomore year, just like everyone else in my class, I was invited to a meeting with my guidance counselor to discuss my future. Basically, I would tell her what my goals were for after high school and she would just end up giving me the same generic advise on how to graduate high school. It was no surprise that the first thing she asked me when I sat down, was what I wanted to be when I grew up. I enthusiastically shared with her my plans to major in microbiology for my undergraduate degree and become a physician's assistant. To this, she replied, “Wow, that’s different for a girl to go into science!” This wasn’t exactly the reaction I expected. I assumed my counselor would be more proud of the fact that her pupil was proactive in deciding what profession she wanted to go into, not focused on the fact that my goal was different because I was a girl. Before then I had never fully comprehended that there were some areas in life, and even school, that girls may be treated differently than boys. So naturally, events that coincided with the last election sparked my interest. If you’ve kept up on current events in the last year, you would have heard about the women’s marches that have been taking place in cities all over the world. These marches that protested for equality between men and women have sparked the interest of the nation. Are women really treated worse than men? One of the main issues brought to light by these protests is that many believe that women are treated with less respect and are Clark 2 unequal to men in the workforce. People who argue that there is a gender inequality suggest that pay, gender stereotypes, and the culture in America have produced inequality. However, there are others that claim, with good merit, that this gender discrimination does not exist in the American workforce. That women are treated fairly, and the differences we see between men and women at work are based on choices women make and should be less of a concern than they are made out to be. In this paper, I will be reviewing literature that helps us gain an understanding of the treatment of women in the American workplace. There are several factors that raise concerns about the possibility of gender discrimination; the major concerns I will be examining are the gender wage gap, customs within our culture that may lead to discrimination, issues with childcare, and sexual harassment in the workplace. One of the most controversial topics we hear about when confronting issues among women in the workplace is the gender wage gap. The National Organization for Women website states: “For full-time, year-round workers, women are paid on average only 77 percent of what men are paid… Women still are not receiving equal pay for equal work, let alone equal pay for work of equal value” (qtd. in Agness). The National Organization for Women presents this statistic in a way that makes it seem like women are getting paid less than men, working the same jobs, for the same number of hours. However, Author Karin Agness argues in her article, “Don't Buy Into The Gender Pay Gap Myth,” that men and women are paid equally. Agness points out that the statistic that women make 77 cents to a man’s dollar is simply a nation wide average comparing the salaries of men and women. Because of this, Agness suggests in her article that women’s groups, like the National Organization for Women, are misinterpreting this statistic. Author Christina Sommers agrees with Agness on this point, and explains in her article, Clark 3 “The Gender Wage Gap Myth and 5 Other Feminist Fantasies,” that there are other factors that need to be considered when looking at this gender wage gap. Sommers argues that women make different career choices than men and on average, work less hours. When taking these factors into account, Sommers believes that the wage gap shrinks to close to non-existence. Some feminists give the idea though, that choices that women make are not completely up to women, and that cultural factors play a part in what women do in regards to work. Women are perceived as the primary care providers of their children, so naturally when they don’t have the financial support to pay for daily child care, they are expected to care for the children themselves. Natalie Kitroeff argues in her article, “Why are so many women dropping out of the workforce?,” that this expectation for women to stay home and care for children is also a factor that is creating an imbalance between men and women in the American workforce. Since 2000, the number of working women has been slowly declining. Based on this fact, Kitroeff is lead to believe that this is because women leave their jobs despite their desire to work and are expected to care for their children, because they cannot afford the rising cost of childcare services. Kitroeff would likely propose that that government policies regarding child care should be more family-friendly to allow mothers to work, however, not all people share her point of view. Although author Kay Hymowitz, author of “Think Again: Working Women,” agrees that the United States currently has stingy maternity leave and childcare policies for working women, she presses that “there is a growing body of evidence that [family-friendly policies] also inadvertently create a mommy track,” (62). Meaning more family-friendly child care and Maternity policies actually encourage women to hold lower level positions. In response to this, some women’s rights activists suggest that giving paternity leave to dads makes them more Clark 4 likely to stay home while their wives go to work. However, Hymowitz found that in countries that offered paternity leave, men did not take the full time off that they were allotted, because families felt it was simply better for their children to stay home with their mother rather than their father. The expectation that women are supposed to raise the next generation, regardless of their desire to work, is just one of many gender stereotypes that have been constructed by our culture in America. While discussing women in the workforce, it is impossible to avoid the topic of how our culture influences America’s working women. In his article, “Women and science careers: leaky pipeline or gender filter?,” Jacob Blickenstaff explains, “Boys and girls begin learning how to be men and women almost as soon as they are born. Adults teach children how to be a ‘grown up’ through explicit lessons and through daily interactions with each other.” What Blickenstaff is trying to say, is that from a young age, our society unintentionally imposes expectations of gender on children. Blickenstaff argues that there are many cultural factors that contribute to the large gap in the ratio of men to women working in science-based job fields. Blickenstaff and Natalie Kitroeff, are in agreeance on issues of working women. Both authors argue that cultural standards play a part in the inequality of women in the workforce, but they have two different perspectives. While Kitroeff suggests in her article that women have been leaving the workplace in recent years, because in our culture, they are expected to be the primary caretaker of their children. Blickenstaff suggests that our culture has a negative impact on working women, but his argument is more job-field-specific. He argues that women tend to leave jobs in science because they are male dominate. However, not all authors agree with Blickenstaff and Kitroeff’s standpoint. Although Kay Hymowitz recognises that there is a distinct difference between Clark 5 genders in the workforce caused by culture in the United States, she questions: is this “inequality” as big of deal as we are making it out to be? Hymowitz also argues that the gender gap we see in wages and STEM careers in the United States simply is due to women’s prefered work fields, rather than evidence of discrimination. If women choose to work in lower paying jobs or stay home with their children, then there shouldn’t be an issue with the presence of these gaps. In fact, requiring women to hold higher level jobs could even result in less productive companies, if there are men who are more qualified to perform those jobs (Hymowitz 63). Part of the gap could be caused from women being more willing to trade off satisfaction for pay. For example, women are more likely to choose to work as teachers or social workers than computer programmers, because Hymowitz believes they prefer to see the difference they make in people’s lives up close. Christina Sommers, resident scholar at the American Enterprise Institute, is in agreeance with Hymowitz on the issue of culture. Sommers argues that “American women are among the best informed and most self-determining human beings in the world. To say that they are manipulated into their life choices by forces beyond their control is divorced from reality and demeaning,” Sommers directly opposes Blickenstaff’s theory that women are constrained to certain careers due to gender stereotypes in our culture, by saying that American women are capable of holding any job they please and to assume otherwise is ignorant. Journalist Hanna Rosin reinforces Sommer’s thesis in her Ted Talk “New data on the rise of women.” In her lecture Rosin presents the statistic that in recent years women have been earning more college degrees than men; for every two women that earn a degree, only one man does the same. With this, she makes the point that women are becoming more educated, more desired workers, who Clark 6 are not held down by gender stereotypes. However, our culture has made another issue that is degrading to women and affects them in the workplace. In the last century, media has over sexualized women, to the point where women are seen as objects. This mindset has discretely crept into the American consciousness and this objectification directly affects women in the workplace. In the workplace, this objectification presents as sexual harassment. The American Association of University Women defines sexual harassment as “any unwelcome sexual advances, requests for sexual favors, or other verbal or physical conduct of a sexual nature.” In her Ted Talk, “How we can end sexual harassment at work,” Gretchen Carlson, TV journalist and women’s empowerment advocate says, “women just want a safe, welcoming and harass-free environment.” Carlson argues that “sexual harassment… is not about sex,” it’s a way for people to take power from women. Carlson advocates that it is time for women to take back their power to create safer environments for women to work. In her article, “1 In 3 Women Has Been Sexually Harassed At Work, According To Survey,” Alanna Vagianos supports Carlson’s ideas. According to Vagianos and a survey conducted by Cosmopolitan, one in three working women between the ages of 18 and 34 have been sexually harassed in their place of business. Vagianos believes that sexual harassment creates a hostile environment that is detrimental to the workplace. She feels that sexual harassment is suppressing women who are intelligent and valuable to the workforce, and that sexual harassment must be stopped. On the opposite side of this issue, Christina Sommers argues that sexual harassment is not as big of an issue as we are led to believe. While looking at studies done on sexual harassment and assault, Sommers discovered that the majority Clark 7 of them had big weaknesses in their methods of collecting data. Sommers found that many of the studies were conducted on small groups and had low response rates that could make it more likely for women who were sexually harassed to respond and skew the data. The studies also asked vague questions that could lead women to answer as if they had been sexually harassed, when they in fact hadn’t. However, Vagianos challenges Sommers with the fact that most women who are sexually harassed do not report the incident, and therefore would not have skewed the data. While reviewing the argument on the gender wage gap, I noticed that it appeared to be a very one sided argument. Most of the literature I found was conservatives “debunking” the wage gap. I was only able to find one liberal website that quoted the 77 to a dollar statistic, and actually used it as evidence of discrimination between men and women. Basically the federal government just released a statistic, and both of the political parties started jumping to conclusions on the meaning of it. It’s important for citizens to understand if this is actually an issue that needs to be addressed or if it’s simply just a bunch of people overreacting to a topic they aren’t familiar with. The subject that nobody seems to be discussing though, is biology. There is a notable difference between the biological makeup of men and women, and this may account for some of the gaps we encounter when dealing with working women, such as gender gaps in certain fields of work. For example, we tend not to think of women as construction workers, because women on average are smaller than men and do not have the physical strength to work in construction. Biological differences could also account for the reason women leave work for childcare. Although not all women choose to have kids, women are biologically predisposed to birth and Clark 8 nurture children. This makes it more likely for women to care for children rather than men, and in turn may affect the number of moms who stay home with kids in comparison to dads. It is also possible that brain chemistry could have an effect on the professions men and women choose. The small biological differences in how the different genders’ brains work may be the reason more men work in STEM careers, for example. It is important to discuss and determine if women are unequal in the workforce, so we can work on balancing the playing field. Women deserve to have access to the same opportunities as men. This is a basic human right that is even written into the the nineteenth amendment of the Constitution, “Equality of rights under the law shall not be denied or abridged by the United States or by any state on account of sex.” Gender equality in the workplace will also helps avoid bias and add different perspectives to projects. We need to know if women are battling discrimination so we can balance the workforce if necessary. Women make up half the population, and our society cannot function to its full potential if half the population does not have an equal voice in the workforce. When we break away from the ignorance that blinds us to gender discrimination we can address concerns such as sexual harassment or gender stereotyping, to create safer, more open workplace environments for everyone. Clark 9 Works Cited Agness, Karin. ​“​Don't Buy Into The Gender Pay Gap Myth.” ​Forbes Magazine,​ 12 Apr. 2016, www.forbes.com/sites/karinagness/2016/04/12/dont-buy-into-the-gender-pay-gap-myth/# 5e00793f2596. Accessed 13 Nov. 2017. Blickenstaff, Jacob Clark. “Women and science careers: leaky pipeline or gender filter?” ​Gender and Education​, vol. 17, no. 4, 2006, pp. 369–386., doi:10.1080/09540250500145072. Accessed 8 Nov. 2017. Carlson, Gretchen. TED: Ideas worth spreading, www.ted.com/talks/gretchen_carlson_how_we_can_end_sexual_harassment_at_work. Accessed 1 Dec. 2017. Hymowitz, Kay. “THINK AGAIN: WORKING WOMEN.” ​Foreign Policy,​ no. 201, 2013, pp. 59–64. JSTOR, JSTOR, ​www.jstor.org/stable/24575969​. Accessed: November 20, 2017 Kitroeff, Natalie. “Why are so many women dropping out of the workforce? – LA Times.” ​Los Angeles Times​, 27 May 2017, 7:00. www.latimes.com/business/la-fi-women-dropping-out-20170522-story.html​. Accessed Nov. 2, 2017. “Know Your Rights at Work: Workplace Sexual Harassment.” ​AAUW:American Association of University Women​, www.aauw.org/what-we-do/legal-resources/know-your-rights-at-work/workplace-sexualharassment/​. Accessed 13 Dec. 2017. Clark 10 Rosin​, Hanna. “​New Data On The Rise Of Women​.” ​Ted,​ Dec. 2010 ted.com/talks/hanna_rosin_new_data_on_the_rise_of_women?utm_source=tedcomshare &utm_medium=email&utm_campaign=tedspread--a​. Accessed: 20 Nov 2017. Sommers, Christina Hoff. “The Gender Wage Gap Myth and 5 Other Feminist Fantasies.” ​Time​, 17 June 2016, time.com/3222543/wage-pay-gap-myth-feminism/. Accessed: 26 Nov. 2017. U.S. Constitution.​ Art./Amend. XIX. Vagianos, Alanna. “1 In 3 Women Has Been Sexually Harassed At Work, According To Survey.” ​The Huffington Post​, 19 Feb. 2015, www.huffingtonpost.com/2015/02/19/1-in-3-women-sexually-harassed-work-cosmopolit an_n_6713814.html. Accessed 17 Nov. 2017. Literature Review 1 Your task in this assignment is to demonstrate how the texts you have read participate in an ongoing conversation. In order to accomplish that, you will survey and describe the topic, provide a detailed summary of the conversation around it, identify the various camps involved in that conversation, and describe how the participating voices in that conversation interact with one another. A successful literature review will do the following: • • • Demonstrate an understanding of the parameters of the topic. Demonstrate an understanding of why the topic is important. Demonstrate an understanding of how the various authors are engaged in an ongoing conversation about this topic. This is not an argumentative essay in which you stake out a position and defend it; you are not stating your opinion or evaluating/critiquing your sources. Instead, what you are doing here is writing about the debate that the authors are having—without offering any personal opinion or comment. NOTE: The term "literature" is not used here to mean fiction; rather, literature is the body of research and writing on a given topic. In other words, the literature is the conversation. For this assignment, you will review the literature or describe the conversation about a topic. Part 1: Introduction The first thing you need to do as you write this lit review is to provide an overview of the topic that will function as an introduction to your discussion. Think of it like a little miniessay that sets the stage for the reader. It is in this space that you will talk broadly about the topic—its origins, history, importance, major debates, and context—and provide a roadmap for the discussion to follow. In composing your topic introduction, make sure you include the following elements: • • • A broad description of the topic that provides the reader with a clear sense of what you will be studying. A pointed discussion of why this topic is important. A broad discussion of the major debates about the topic and why they are important. Part 2: Discussion of Major Debates and Questions The second step in composing your literature review is to spend a good deal of time discussing the major debates or questions that people have when discussing your topic. You have probably heard the old cliché that every argument has two sides. We would suggest that this is not completely true since most arguments have at least two sides—and very often have more than that. Think about something like the abortion debate. Are there only two sides—those for it and those against it? Hardly. There are people who want it illegal in any circumstance. There are people who want it illegal except in the case of rape or incest. There are people who want it illegal except in the case of rape, incest, or a threat to the life of the mother. There are people who want it legal but want to provide disincentives (e.g. mandatory counseling) to people considering one. There are people who want it legal except after the first trimester. There are people who want it legal but want it to be rare. There are people who want it legal regardless of time or circumstance. Do you see how there are many sides to this debate? What we want you to do in this section is describe the major debates or questions associated with your topic as fully and honestly as you can. Who are these people? What do they argue? Can you organize them into any kinds of groups so that it's easier to imagine the discussion? In this assignment, discuss the major debates or questions associated with your topic. As you write, make sure you consider the following: • • • • • What are the broad groups of opinion about this topic? Are there sub-groups within those broad groups? Are there nuances of opinion or thinking that might get overlooked by a cursory glance? Make sure you provide support for your claims about these discussions and that you accurately and honestly represent the positions. Make sure you emphasize the major voices in the debate. Is there someone whom others are listening to? Is there a dominant voice in the discussion? Part 3: Discussion of Areas for Further Inquiry Thus far, you have provided an introduction, a discussion of the debates, and a discussion of the major voices in your subject. The final component of your literature review will be a discussion of what needs to be discussed more. This is where you, now with some expertise on this subject, can confidently say where future critical attention should be focused. This is not a place for you to argue with the sources. It is a place for you to recognize where they—as a whole—have not covered everything about this topic that there is to discuss. As you write, make sure that you do not enter into the debate. Your task is merely to describe what still needs to be looked into. THE CONDENSED VERSION: -Describe the conversation we've been reading -Describe the major questions/discussions governing the conversation -Make connections and comparisons among writers and groups of thoughts -Point out areas the conversation has not yet covered The literature review should be a minimum of 6-8 pages - not including your works cited page(s). Please use 12-point Times New Roman and double-space throughout. Your literature review must include a complete and accurate Works Cited page(s). If the essay fails to reach the minimum page requirement, the overall grade will be docked 10 points for each missing page. This also applies to missing sources (you should have 6). You must use the sources that were provided to you, as well as the sources you researched. Literature Review Cr Ra ite tin ria gs Co nti nui ty: De mo nst rat e an un der sta ndi ng of an ind ivid ual tex t's me ani ng by co mp osi ng wri tin g wit ha cle ar the sis or poi nt tha t is Pt s 15 Gre .0 at - pts Goo dOk Miss ing str uct ura lly an d the ma tic ally co her ent an d uni f ie d. Intr od uct ion : Dis cu ss bro adl y ab out the top ic — its ori gin s, his tor y, im por tan ce, ma jor de bat 15 Gre .0 at - pts Goo dOk Miss ing es, an d co nte xt — an d pro vid ea roa d ma p f or the dis cu ssi on to f oll ow . (S ee Ch apt er 1 in TS IS) Dis cu ssi on: Util ize the qu ote sa nd wic h thr ou 25 Gre .0 at - pts Goo dOk Miss ing gh out the dis cu ssi on. De scr ibe the ma jor de bat es or qu est ion s as so cia ted wit h yo ur top ic as f ull y an d ho ne stly as yo u ca n. Wh o are the se pe opl e? Wh at do the y arg ue ? Or ga niz e the m int o gro up s so tha t it's ea sie r to im agi ne the dis cu ssi on. Co nsi der the bro ad gro up s of opi nio n ab out the top ic, as wel l as the su bgro up s. Ha ve yo u ide ntif ied nu an ce s of opi nio n? Pr ovi de su pp ort f or yo ur clai ms ab out the se dis cu ssi on s, ac cur ate ly an d ho ne stly rep res ent ing the po siti on s. Em ph asi ze the ma jor voi ce s in the de bat e an d ide ntif y if the re is a do mi na nt voi ce in the dis cu ssi on. Co ncl usi on: Ex pla in wh y the inf or ma tio n is im por tan t. Wh at are the lar ger im plic ati on s of the top ic? Wh o car es ? Wh o sh oul d car e? 15 Gre .0 at - pts Goo dOk Miss ing So wh at? De mo nst rat e the ev en bro ad er rel ev an ce an d urg en cy of the su bje ct ma tter . (S ee Ch apt er 7 in TS IS) Fur the r Inq uir y: Dis cu ss wh 10 Gre .0 at - pts Goo dOk Miss ing at ne ed s to be dis cu ss ed mo re. No w tha t yo u are an ex per t on the su bje ct, ide ntif y are as wh ere f ut ure crit ical att ent ion sh oul d be f oc us ed. Do not arg ue wit h the so urc es. Re co gni ze wh ere the yas a wh ole ha ve not co ver ed ev ery thi ng ab out the top ic. Do not ent er int o the de bat e. Ac 10 cur Gre .0 ate us e of ML A f or ma ttin g: Ba sic f or ma ttin g, par ent het ical (intex t) cit ati on s, Wo rks Cit ed pa ge. (S ee Pu rdu e Ow lonl ine ) at - pts Goo dOk Miss ing Us e ap pro pri ate sy nta Gre 10 at - .0 Goo pts dOk Miss ing x, gra m ma r an d sp elli ng Total Points: 100.0
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White Privilege
White privilege is defined as the advantages that white people are entitled to because of
being white in national stratified society. It has been strongly associated with being an
expression of institutional power that is bestowed to the white individuals in the community. The
reality is most white people do not like to be described as white privileged although the people of
colour are keeping describing whites with ethical and racial descriptors. The main reason for this
is people of colour believe elements of identity are corresponding to the dominant culture. Such
logic makes white privilege invincible. Besides, through these definitions, it can mean not having
racism or the absence of racism is the privilege.
Most studies have proven that white privilege is such a persistent problem. White
privilege manifests itself from institutional and individual racism. The biggest problem with
white privilege is that its indirectness that make it more prevalent. This suggests that if the
society will not be educated about this matter, it so unlikely that they will take note of it. On the
other hand, the people that are aware of it suffer from benefiting from the unfair system, and it is
a constraint to change. Conclusively, even education on white privilege is not helping because
people are not improving it but instead allow the problem to persist. In light of this, this study
includes extensive research on issues and perception of people on white privilege.

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Review of Literature
There is no evidence that African-Americans have a harder time to succeed in society.
O'Reilly debates the concept held by many that white privilege is giving the Caucasians
advantages in America. According to (O'Reilly 2), white privilege does not exist. The truth of the
matter is African-American, Caucasians and Asians have equal opportunities to succeed in the
society. All Americans according to O'Reilly face the same hardships, and it is education not
only learning books that propel an individual to success. Bureau of Labor and Statistics states
gives the data that supports all O'Reilly's arguments (O'Reilly 2). The unemployment rate for
African-Americans is at 11.4 per cent which is only five per cent that of the Caucasians and 4.5
per cent ...


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