Reflection Paper
Introduction
Within the American class system exist a system of oppression, in which power and privilege are concentrated among a dominant group with specific characteristics. In the Adams, Blumenfeld, Castaneda, Hackman, Peters, and Zuniga (2013) “Readings for diversity and social justice” text, they explain some of the dominant group characteristics to include being an “older, able able-bodied, heterosexual, white male” (p. 12). Throughout my academic experience in higher education, I have become familiar with the many systems of oppression that have limited minority groups, which include being discriminated in my undergraduate experience. At my current job position as a Student Program Advisor for the University of Southern …show more content…
McIntosh presents a list of ten different discussion topics that individuals are able to use in discussing: privilege, power, and/or oppression. Depending on the rapport I have with my student, I would start to guide the student by first “asking a question, talk about, and giving them the change to challenge the evidence of white/high social economic status supremacy all around us” (McIntosh, 2013, p.136). In my second situational example of my current job, I have had students reveal to me that they feel discouraged about going to college based on their skin color and their parent’s financial situation. As I explained in my first situational experience, I have experienced many different ways of oppression during my undergraduate experience and believe that it has allowed me to have an authentic reaction to their situation of sympathizing what they might be going through. I agree with McIntosh that creating questions and discussing the oppressive social system would allow for students to become aware of what is limiting their progression, via self reflection and how to overcome their limitations through resources on campus (2013, p.136). Depending on the student and the oppressive situation they experience, I might refer to them to different resources on campus. In not trying to overwhelm the student with questions about an oppressive social system, I would incorporate another discussion example of McIntosh of “examining other aspects to life and see if the changes would favor increased activism” (2013, p.139). After reading the discussion topic, I find it useful to allow students to think about doing mini-activities such as learning more about their own social-cultural identity, via a class or a campus social group as well as expose themselves to other cultural groups
Introduction
Within the American class system exist a system of oppression, in which power and privilege are concentrated among a dominant group with specific characteristics. In the Adams, Blumenfeld, Castaneda, Hackman, Peters, and Zuniga (2013) “Readings for diversity and social justice” text, they explain some of the dominant group characteristics to include being an “older, able able-bodied, heterosexual, white male” (p. 12). Throughout my academic experience in higher education, I have become familiar with the many systems of oppression that have limited minority groups, which include being discriminated in my undergraduate experience. At my current job position as a Student Program Advisor for the University of Southern …show more content…
McIntosh presents a list of ten different discussion topics that individuals are able to use in discussing: privilege, power, and/or oppression. Depending on the rapport I have with my student, I would start to guide the student by first “asking a question, talk about, and giving them the change to challenge the evidence of white/high social economic status supremacy all around us” (McIntosh, 2013, p.136). In my second situational example of my current job, I have had students reveal to me that they feel discouraged about going to college based on their skin color and their parent’s financial situation. As I explained in my first situational experience, I have experienced many different ways of oppression during my undergraduate experience and believe that it has allowed me to have an authentic reaction to their situation of sympathizing what they might be going through. I agree with McIntosh that creating questions and discussing the oppressive social system would allow for students to become aware of what is limiting their progression, via self reflection and how to overcome their limitations through resources on campus (2013, p.136). Depending on the student and the oppressive situation they experience, I might refer to them to different resources on campus. In not trying to overwhelm the student with questions about an oppressive social system, I would incorporate another discussion example of McIntosh of “examining other aspects to life and see if the changes would favor increased activism” (2013, p.139). After reading the discussion topic, I find it useful to allow students to think about doing mini-activities such as learning more about their own social-cultural identity, via a class or a campus social group as well as expose themselves to other cultural groups