This book offers educational and psychological perspectives to inform practice and increase options in addressing conflict situations. The first part of the book helps the educator understand the reasons for resistance and ways to prevent it. The second part explains how educators motivate dominant groups to support social justice. This book is an excellent resource for group facilitators, counselors, trainers in classrooms and workshops, professors, teachers, higher education personnel, community educators, and other professionals involved with educating others about diversity and equity.
Chapter 2: About Privileged Groups
About Privileged Groups
In any educational context, it is helpful to know your audience to understand with whom you're working. Being a member of a privileged group affects one's worldview, assumptions, and behavior. In this chapter, I'll explore what it means to be part of a privileged group and the significance of this for our educational efforts. Specifically, I'll discuss some common characteristics of dominant groups and dominant-group members, multiple identities and the experience of privilege, and the resistance to acknowledging one's privilege.
Characteristics of Privileged Groups
There are several key attributes of privileged groups. The first part of the discussion will focus on what characterizes a dominant group.1 I will then consider the implications of these qualities for members of privileged groups. Although I ...