Chapter 7 . Racial Ideological Warfare: IQ as a Weapon 73 Questions for Discussion 1. Studies show that whites tend to perceive racism as one of individual prejudice and acts of discrimination, and to believe that black and whites are treated equally in the workplace. Survey about 10 white people about these ideas and discuss their responses. 2. A substantial proportion of whites, believe that the lower socioeconomic status of blacks as compared with whites can be attributed to the lack of motivation of blacks and their innately inferior ability. Survey about 10 white people about these ideas and discuss their responses. moll roanoites 0 PART III White Privilege, White Allies, White Choices Jeanne A. Lacourt, Ph.D. Introduction Learning about white privilege can be challenging for some and confirming for others. Whether you are first learning to acknowledge what it is, or learning about historical policies that have ad- vantaged whites over people of color, or feeling affirmed in how you and your ancestors have been treated as people of color in this country, learning about white privilege has the power to move us outside of our comfort zone. The articles in this section invite us to acknowledge that racial prefer- ence has a long established history in this country. They challenge people's reliance on the use of colorblindness as a response or solution to racism, and they offer alternative ways of engaging with race in the struggle to build an antiracist society. Larry Adelman's article, "A Long History of Racial Preference for Whites” outlines a history of policies the United States has enacted that have granted privileges and advantages to whites. From replacing European indentured servants with African slaves to comparing net worth and 75 76 Part II • White Privilege, White Allies, White Choices Part III. White Privilege, White Allies, White Choices 77 Questions for Discussion being white in the United States. 1. What is your current comfort with acknowledging and talking about white privilege and how it works in your life? What makes it difficult or what enhances the discussion? 2. If you were to make an annotated timeline of United States policies that have systemati- cally advantaged whites, what policies would appear on it and what advantages have whites gained because of these policies? 3. In what ways does the practice of using colorblindness obstruct our vision of equality? 4. Imagine yourself a "strong ally" right now. What would change in your current behaviors, opinions, and actions? 5. Read Peggy McIntosh's "White Privilege: Unpacking the Invisible Knapsack”. Without re- producing any of her privileges, write three of your own. If you identify as a person of color, write three ways that you've been disadvantaged because of the color of your skin. assets accumulated over generations, Adelman spells out the rewards that come with the benefit of Lipsitz' article on "The Possessive Investment of Whiteness" examines the social/cultural con- struction of whiteness and points to the structural support for a long standing possessive investment groups in this country: by slavery and segregation of Africans, by exclusion and low-wage immi- in whiteness. Lipsitz shows us that the creation of whiteness came at the suffering of all racialized grant labor from Asia and Mexico, and by the conquest and colonization of the Indigenous people of the Americas. He also illustrates how government programs such as the Social Security Act, the Federal Housing Administration, and urban renewal have sanctioned and supported racism. Fur- thermore, Lipsitz explains how racial minority communities are exposed to greater health risks and are disproportionately represented in the criminal justice system. Although the Civil Rights Act of 1964 did help to reduce employment discrimination and lessen the gap between the rich and poor, attacks on the gains it has made has also proven to divide progressives along racial lines. Lipsitz argues that we cannot solely look at individual manifestations of discrimination and racism, we must also take into account the collective and coordinated group behaviors, and exercises of power, In Dortie Blais "The Perils of Color Blindness," Blais shares with her readers a personal ac- count that caused her to reflect on, and question, her own assumptions about colorblindness as a way of treating all her students as equals. As an educator, Blais came to understand the deceptive lure to "not see color” as a barrier to teaching and effectively communicating with her students She acknowledges how invisible "others” become when we fail to see them. Finally, Paul Kivel's work asks whites to take up the task of becoming a strong ally to people of color in an effort to end racism. Kivel provides examples of how whites both remain inactive- and thereby perpetuate racism when it occurs—and yet, how whites can also strategically address prejudice and racism in ways that disrupt it from happening time and again. hese articles, along with the popular and often referenced "White Privilege: Unpacking the Invisible Knapsack" by Peggy McIntosh (found easily by doing a Google search), ask us to ac- knowledge race in its many forms: from privilege and benefits, to how structures of power work to systemically disadvantage people of color. The challenge is ours. We must be uncomfortable with the current racialized system in this country. Can we be courageous enough to change, to move beyond our comfort, and to practice creating and modeling an antiracist society? that create and perpetuate systemic racism today. noizouboutin
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