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Lecture 13: Social Stratification
Read: Chapters 8, 9 and 10 (pages 291—315)
Multimedia in Blackboard: Race/Ethnicity and Sex/Gender and Social Class
In this last segment of the semester, we will focus on social stratification. Henslin
defines social stratification as “the division of large numbers of people into layers
according to their relative poverty, power, and prestige, applies to both nations and to
people within a nation, society, or other group” (Henslin, 2015, pg. G-5).
In sociology, the word relative is used to compare different groups of people and
cultures. Strata is another term for layer. The layering or stratification of people in a
society depends on how much power, prestige (respect), and poverty (or wealth) different
groups poses when we compare them to each other.
Throughout the semester, we examined how large groups of people have different
opportunities in our society. We analyzed unemployment rates (percentages), poverty
rates, graduation rates, voting rates, life expectancy rates, infant mortality rates, crime
rates and prison rates. Through this quantitative data analysis of percentages, we
observed that social class, race/ethnicity, and sex/gender are the main demographic
characteristics that are used to stratify people in the United States. We examined that
other characteristics such as age, marital status, and religious affiliation also affect one’s
life chances. Upon closer scrutiny, we concluded that social class is embedded within
most of these.
Examining Henslin’s definition of social stratification again: “the division of large
numbers of people into layers according to their relative poverty, power, and prestige”
also closely resembles the sociological definition of social class. “Most
sociologists…define social class as a large group of people who rank closely to one
another in property, power, and prestige. These three elements give people different
chances in life, separate them into different lifestyles, and provide them with distinctive
ways of looking at the self and the world” (Henslin, 2015, pg. 221).
Sociologists also refer to social inequality as social stratification, because the division
of large groups of people results in unequal life chances or opportunities. As we learned
at the beginning of the semester, with the exception of hunting and gathering societies,
social inequality exists in every traditional and modern society due to the surplus of
goods which are unequally distributed. So we can conclude that social stratification
today is universal but how each society stratifies its members is unique to each culture.
Cultural ideologies or belief systems support and encourage stratification systems.
Do not plagiarize or copy from this document without using the appropriate citations.
R. Pires, 2014-2015. Material based on Henslin, James. Essentials of Sociology. Pearson, 2015.
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Food for Thought: what stereotypes exist that support the social inequalities related to
social class, race/ethnicity, and sex/gender?
There are different types of social stratification systems: caste, clan, estate, and class
systems. Ascribed status (born into or assigned) characterize the caste, clan, and estate
social stratification systems while achieved status (earned) characterizes the class social
stratification system.
Examples:
Social
Stratification
Systems:
Caste
Clan
Estate
Class
Based on birth
Social standing of
an extended
network of
relatives
Marriage:
exogamy (used to
form alliances
among clans)
Traditional
societies
Nobility, church,
and peasants
Occupation,
Income, and
Education (OIE)
Inheritance
Individual merit
(achievement) and
opportunity
Traditional
societies
Modern
societies
Marriage:
endogamy
Traditional
societies
(Source: Brent and Lewis, 2015, pgs. 256-259)
The modern class stratification system is based on a meritocracy which is defined as “a
system of social stratification based entirely on merit” (Brent and Lewis, 2015, pg. 259).
However, our class system is not entirely a meritocracy and has embedded within it
components of a caste system because not everyone has the same life chances or
opportunities even when they work hard to achieve goals.
Food for Thought: what examples exist in which people have opportunities or privileges
that are not based on achievement (merit) but rather their ascribed status?
Functionalist Perspective on Social Stratification
Functionalism views social stratification as functional to the stability of a society.
Ideologies (beliefs) about different groups of people are constructed to develop in-group
(us) versus out-group (them) beliefs which work to create social solidarity when people
are socially integrated within their own group. Early in the semester we learned how
functionalists view society as a human body, made up of different parts with each part
having a specific function to maintain equilibrium or social order. Division of labor in
which roles are assigned to different groups of people creates and maintains the social
Do not plagiarize or copy from this document without using the appropriate citations.
R. Pires, 2014-2015. Material based on Henslin, James. Essentials of Sociology. Pearson, 2015.
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stratification system. For example, men are assigned an instrumental role in which they
fulfill goal orientated tasks while women are assigned an expressive role in which they
fulfill emotional and supportive tasks, together each part contributes to the functioning
whole. Members of society accept these ideologies through the process of gender
socialization which begins in childhood.
Herbert Gans (1971), an American sociologist listed functions of poverty some of which
include:
1. Poverty guarantees that the jobs that most people do not want will be done.
2. Serving the needs of the poor creates jobs for others.
3. Poor purchase goods that are less desirable to others and thus maintain a segment
of the economy.
4. Poor are used as examples to uphold the norms of a society.
Conflict Perspective on Social Stratification
Conflict sociologists view social stratification as groups with access to power are in
positions to exploit less powerful which results in privilege or benefits for the dominant
group. Privilege is often invisible to the dominant group and visible to minority
groups. The dominant group through access to power creates ideologies to support their
dominance. Ideologies are embedded within the structure and organization of a society.
Examples:
Dominant
Groups
Ideologies are
constructed by
those in power
through Social
Institutions such
as government,
education,
religion, and
media.
This results in
Institutional
Discrimination
and
consequently
dominant
groups
maintain
power.
Whites
Males
Whites are
smarter
Males are
natural
leaders
Minority
groups are
excluded from
attaining
quality
education
(hidden
curriculum,
funding
inequalities)
Gender Pay
Gap, Glass
Ceiling
JudeoChristian
JudeoChristian God
is supreme
Heterosexual
God is
embedded in
government
(In God We
Trust, God
Bless
America, court
and legislative
sessions)
Marital rights,
parental rights,
housing rights,
medical and
workplace
discrimination
Do not plagiarize or copy from this document without using the appropriate citations.
R. Pires, 2014-2015. Material based on Henslin, James. Essentials of Sociology. Pearson, 2015.
Homosexuality
is a sin
Upper
Class
Wealthy
capitalists
and
corporations
create jobs
Corporate
welfare and
tax cuts to
benefit
corporations
and upper
class
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Your Turn: examine the examples of white privilege, male privilege, heterosexual
privilege, class privilege, able-bodied privilege, and Judeo-Christian privilege attached to
this lecture. Why do you think privilege is invisible to dominant groups and visible to
minority groups? Do you think the examples in the handouts are still true today?
Symbolic Interaction Perspective on Social Stratification
Symbolic interactionism views social stratification as a social construction of reality.
People through everyday interactions create and agree upon meanings which then
become part of social life or reality. Social interaction is not possible without language
(remember that language is verbal and nonverbal). Language then reflects the social
inequality that exists in society. As children learn language, they also internalize the
social inequalities that exists between groups of people. Children learn the meanings of
words and those meanings then become a part of their self-identity and how they interact
with others (looking glass self, self-fulfilling prophecy, Thomas Theorem).
Examples:
Language
Reflects Social
Inequality
between
Dominant and
Minority Groups
Racism in The
English Language
Sexism in the English Language
See Attachment
Master and Mistress
Bro and Hoe
Amen
Manmade, mankind, history
Your Turn: read the attached example from the essay “Racism in the English Language.”
Race and Ethnicity
Although Henslin defines race as “a group whose inherited physical characteristics
distinguish it from other groups” (Henslin, 2015, pg. G-5). This definition needs
clarification. Consider this from another popular introductory sociology textbook:
“Many people think of race as a series of biological classifications. However, research
shows that is not a meaningful way of differentiating people. Genetically, there are no
systematic differences between the races that affect people’s social behavior and abilities.
Instead, sociologists use the term racial group to refer to those minorities (and the
corresponding dominant groups) who are set apart from others by obvious physical
differences. But what is an obvious physical difference? Each society labels those
differences that people consider important, while ignoring other characteristics that could
serve as a basis for social differentiation” (Schaefer, 2013, pg. 229).
Do not plagiarize or copy from this document without using the appropriate citations.
R. Pires, 2014-2015. Material based on Henslin, James. Essentials of Sociology. Pearson, 2015.
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Sociologists therefore define race as a social construction rather than a biological
concept. Race is ascribed because the definition of race in the United States is often
constructed by small groups of people who have access to political power with most
individuals having very little say in those definitions throughout the nation’s history. In
class, we will examine a few examples of how race is a political social construction.
Ethnicity on the other hand is related to culture and each of us can define our ethnicity in
a variety of different ways.
Examples:
Ethnicity
Nation or Region of Origin
Language
Religion
Family
Names/Relationships
Common Ancestry
Food, Clothing, Music
France, British Columbia,
Catalonia
Spanish, English, dialects
Muslim, Jew
Tribal Names, Religious Names
Slavic, Kurds
Romani, Celtic
Sex and Gender
While sociologists consider both race and ethnicity as social constructions, they define
sex as “biological sex characteristics that distinguish males and females” (Henslin, 2015,
pg. 291). Gender on the other hand is a social construction and defined as: “the
behaviors and attitudes that a society considers proper for its males and females;
masculinity and femininity” (Henslin, 2015, pg. 292). We know that sex is a biological
concept because reproductive sex organs for example transcend both time and culture.
Gender on the other hand is a cultural construct because attitudes and behaviors
regarding masculinity and femininity differ based on culture, and change over time. If
biology was responsible for male and female behavioral differences, then male and
female behaviors would be the same across all cultures and societies. Sometimes people
assume that males and females behave the same across cultures because they view social
life from their own culture and are not familiar with other cultures. Our mass media is
often Eurocentric (Anglo-American, Western European value centered) in its portrayal
of other cultures, creating an image that people think and act the same across cultures.
Some cultures recognize a third gender while in the American culture we have rigid
definitions of masculinity and femininity that may contribute to a variety of social
problems including eating disorders, depression, intimidate partner violence, bullying,
sexual harassment, discrimination, just to name a few.
Food for Thought: what image do you get when you read the following characteristics:
tough, muscular, hairy, disciplined, and logical? What about: emotional, sensual,
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R. Pires, 2014-2015. Material based on Henslin, James. Essentials of Sociology. Pearson, 2015.
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nurturing, soft spoken and gentle? Chances are that for the first set of characteristics
you’re imagining a guy and for the second set you’re imagining a gal. Why do you think
this is so?
Food for Thought: now let’s switch things up. What might a guy look like who is
emotional, sensual, nurturing, soft spoken, and gentle? What might a gal look like who is
tough, muscular, hairy, disciplined and logical? Chances are you might be attributing
both sets of characteristics to homosexuality. Why do you think this is so?
You probably know women who are tough, muscular, hairy, disciplined, and logical. You
probably also know men who are emotional, sensual, nurturing, soft spoken, and gentle.
All of us possess a combination of what the American culture defines as masculine and
feminine characteristics. But when children, teens, and young adults are taught that only
certain characteristics are appropriate for males and not females and vice versa, we are
denied the freedom to be ourselves and rigidly conform to cultural expectations. These
cultural expectations are not right or wrong, rather they define the American culture both
in its function and dysfunction.
Stereotypes, Prejudice, and Discrimination
It is not differences among people but the way differences are used that result in
inequality and discrimination.
Stereotypes
Prejudice
Discrimination
Stereotypes are generalizations we hold about groups of people that usually are not true
but we attribute to all individuals that we come into contact with about whom we hold the
stereotypes. Stereotypes are both positive and negative. Stereotypes are learned through
our interactions with agents of socialization and significant others (if you don’t
remember these key terms, go back to Chapter 3).
Stereotypes contribute to prejudicial beliefs. Prejudice is defined as “an attitude or
prejudging, usually in a negative way” and “involves attitudes about a group of people as
inferior or superior” (Henslin, 2015, pg. 260).
The Museum of Tolerance in Los Angeles has two entrance doors; one marked as
“Prejudiced” and the other as “Unprejudiced.” However, everyone must walk through
the door marked “Prejudiced” because the other door is a façade. The message is that we
all hold prejudicial attitudes or beliefs about one group or another.
Do not plagiarize or copy from this document without using the appropriate citations.
R. Pires, 2014-2015. Material based on Henslin, James. Essentials of Sociology. Pearson, 2015.
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(Source: Yahoo Images)
Prejudicial attitudes do not have to be
racist, sexist, or homophobic, etc. One
could hold prejudicial beliefs toward
groups of people of a certain height,
occupation, subculture such as tattoos,
musical preference, sport, etc. You
may have already figured out that
your instructor holds prejudicial
attitudes favoring dog owners and
holds negative prejudicial attitudes
toward people who do not like animals. The first day of the semester your instructor
explained her negative prejudicial attitudes and bias toward students who make it a habit
to come to class late and use electronics during lecture.
When prejudicial beliefs turn into action favoring or targeting a group then that is called
discrimination. Prejudicial attitudes live in our minds but discrimination is problematic
because thoughts turn into action which then unfairly harm or help a person or group.
Individual discrimination is the negative treatment of one person by another person
(micro) while institutional discrimination is the negative treatment of minority groups
that effect a large group of people because they are embedded into the laws, and policies
within one or more social institutions (macro).
Examples:
Teacher routinely
Individual
Discrimination assigns lower grades on
assignments to Latino/a
students.
Manager denies
Individual
Discrimination promotion to female
employee because he
thinks women take away
jobs from men.
Baker refuses to sell
Individual
Discrimination wedding cakes to gay
couples planning to get
married.
Officer routinely gives
Individual
Discrimination traffic tickets to
minorities and warnings
to whites.
Laws keep parcel taxes in
Institutional
Discrimination communities creating funding
inequalities among school districts
in wealthy and poor communities.
Corporation has different policies
Institutional
Discrimination for male and female employees
which consequently makes it more
difficult for females to advance.
Louisiana law bans gay marriage.
Institutional
Discrimination
Black young males
Institutional
Discrimination disproportionately make up the
prison population.
Do not plagiarize or copy from this document without using the appropriate citations.
R. Pires, 2014-2015. Material based on Henslin, James. Essentials of Sociology. Pearson, 2015.
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Discrimination can also be referred to as racism, sexism, ageism, etc. when a specific
group is targeted for unfair treatment.
Examples:
Racism
Sexism
Ageism
Classism
Ableism
Discrimination based on race
Discrimination based on sex
Discrimination based on age
Discrimination based on social class
Discrimination based on disability
Note that discrimination is not limited to these types only. “Under Federal law,
employers generally cannot discriminate against employees on the basis of: race, sex,
pregnancy, religion, national origin, disability, age, military service or affiliation,
bankruptcy or bad debts, genetic information, citizenship status” (Wikipedia, 2014).
Intercultural racism is discrimination by one minority group against another minority
group. This often results when minority groups internalize a dominant group’s prejudicial
attitudes and discriminatory behaviors. Internalized racism is when a minority group
turns the dominant group’s prejudicial attitudes and racist treatment onto oneself.
Your Turn: read the section in your textbook titled “Internalizing Dominant Norms” for
examples on internalized racism. Look up the definition of “colorism” in Wikipedia.
Read the attached essay: “Racism in the English Language.” How can racist terminology
promote internalized racism? What connections exist between the essay and the section
in the textbook?
Dominant and Minority Groups
A dominant group is defined as: “the group with the most power, greatest privileges, and
highest social status” while a minority group is defined as “people who are singled out
for unequal treatment and who regard themselves as objects of collective discrimination”
(Henslin, 2015, pg. 257).
What’s important to understand is that dominant and minority groups are not defined
by their size but by their access to power, privilege and unfair treatment.
Women for example are considered a minority group even though the number of women
is about the same as the number of men in the United States. But when we examine who
holds power in the United States we see a different picture emerge.
Food for Thought: why do you think women continue to be a minority group in the
United States? How do the theories of functionalism, conflict, and symbolic interaction
assist us in understanding this question?
Do not plagiarize or copy from this document without using the appropriate citations.
R. Pires, 2014-2015. Material based on Henslin, James. Essentials of Sociology. Pearson, 2015.
9
Examples (as of 11/2014):
U.S. Senate
20 Females, 80 Males or 20%
U.S. House of
Representatives
80 Females, 356 Males or
18%
Governors
5 Female, 45 Male or 10%
Fortune 500 (top 500 American
corporation) CEOs:
24 or 4.8% females
College Presidents:
26% female
Hollywood Directors for 100
Top Grossing Films of 2013: 2
Females, 98 Males or 2%
Healthcare
Company CEOs:
4% (2012) female
Funding for StartUp Companies by
Venture Capitalists
3% or 1.5 billion
out of 51 billion
dollars went to
female start- up
companies
(Source:
Huffington Post,
and Forbes)
This data illustrates that we live in a patriarchal society. In a patriarchal society,
authority and power are primarily controlled by men. Women are a minority group due
to lack of institutional power (macro) in society. An overwhelming majority of societies
throughout history have been patriarchal. There are numerous theories that attempt to
explain this. Henslin summarizes one of the more popular theories: life expectancy used
to be short. Females had to give birth to a lot of children because children sustained
society and economic survival of family. Men hunted and protected while women cared
for children. As men hunted, they came in contact with other tribes which led to trade and
war and consequently males gained both prestige and power (Henslin, 2015, pg. 297).
A similar theory was developed by Ira Reiss who is an anthropologist/sociologist.
Kinship
Power
Ideology
Universal in all
societies. Males and
females form kinship
groups for the purpose
of reproduction.
Women have always
worked but were
primarily responsible
for caregiving of
children.
Since women do not
hold institutional
power, women do not
control ideologies
(beliefs) that construct
the cultural values and
norms.
Women give birth and
breastfeed.
Biological destiny to
give birth and breastfeed.
Men gained power
outside the home in other
social institutions.
Men gained power in
religious, economic,
political, medical, media
institutions.
Men are able to socially
construct ideologies
through the control they
have over institutions.
Ideologies favor males
having and holding
access to power.
Examples of ideologies:
women cannot vote or
hold office, women
cannot attend college,
Eve was made from
Adam’s rib, women as
sex objects, etc.
Do not plagiarize or copy from this document without using the appropriate citations.
R. Pires, 2014-2015. Material based on Henslin, James. Essentials of Sociology. Pearson, 2015.
10
Food for Thought: if women have such an important role of giving birth and raising
children should they not have the higher status in society?
Feminism is “the philosophy that men and women should be politically, economically,
and socially equal; organized activities on behalf of this principle” (Henslin, 2015, pg.
302). This philosophy can be held by both men and women.
Your Turn: read about the first, second, and third wave of feminism on pages 302-304.
Food for Thought: based on the definition of feminism, would you consider yourself a
feminist? Why or why not? Why do you think feminism has a negative meaning?
Intimate Partner Violence (IPV)
Intimate Partner Violence (IPV) just like sexual harassment is related to issues of
power and control and not sex. Just like child abuse, IPV is broken down into categories:
Psychological
Emotional/Verbal
Economic
Sexual
Physical
Legal
Stalking
Humiliation, frightening, degrading, threatening harm, intimidation
Shame, accusations
Controlling finances, monitoring spending, not allowing to work
Non-consensual sexual contact/rape, bestiality, prostitution,
unprotected sex
Biting, grabbing, punching, shoving, kicking, slapping, shooting,
etc.
Filing false charges: immigration, child custody, etc.
Unwanted phone calls, emails, letters, cyber-stalking, creates fear.
Your Turn: go to the following website link to read statistics related to IPV:
http://tinyurl.com/pt74n4a.
IPV is a consequence of seeing a person as a piece of property or object. The
combination of the following macro level societal and cultural factors contribute to IPV:
1. In the last few weeks we examined corporal punishment as a common punishment
for children and the detrimental effects this can have on children one of which is
children learning that aggression and violence are acceptable methods for solving
problems (Murray Straus).
2. We also viewed a video on how the mass media along with toy companies
construct female and male sexualities that preteens, teens, and young adults learn
to model. Girls learn to sexualize themselves for someone else’s pleasure, they are
also turned into sexual objects by the media and advertisers (Sext-Up Kids).
3. Boys and girls learn that males hold positions of power and authority in society
and that females are part of the minority group (Henslin, 2015, Chapter 10).
Do not plagiarize or copy from this document without using the appropriate citations.
R. Pires, 2014-2015. Material based on Henslin, James. Essentials of Sociology. Pearson, 2015.
11
4. Through gender socialization, boys learn to be active and defiant while girls learn
to be passive, compliant, and dependent (Henslin, 2015, pgs. 78-79).
On a micro level, both psychologists and sociologists attempt to understand intimate
partner violence using the symbolic interaction theory. Research shows that couples in
whose relationships IPV is present, go through a predictable Cycle of Abuse. The Cycle
of Abuse is made up of three stages: tension, event, and honeymoon. How often each
couple repeats this cycle is unique to each couple but what is common is that over time
the violence gets worse until at some point the honeymoon stage disappears.
Examples:
Cycle of Abuse
Tension
Tension builds as the
perpetrator gets angry.
Victim may attempt to
distance h/herself by
leaving room or
placating the
perpetrator: “it will be
ok honey: or “don’t
worry about it.”
Event
Perpetrator
commits
violence in the
form of either
psychological,
physical,
sexual, verbal,
economic,
abuse or
combination.
Honeymoon
Perpetrator becomes profusely
apologetic, remorseful, and may
shower victim with gifts. “You know
how much I love you,” “I can’t live
without you” are examples of this
stage. There is peace and victim may
begin to feel guilty and/or take partial
or full blame for violence. Victim
slips into hope and may pretend
violence has stopped.
Research shows that the victim may attempt to leave 4-7 times before h/she leaves for
good. Rather than blaming the victim for not leaving, we can use symbolic interaction to
understand why the victim stays.
Examples:
Looking Glass
Self
Perpetrator and victim are
in an intimate
relationship. The victim
sees self through the
perpetrator’s eyes.
“You’re a slut.” “You piece of no good
shit.” “You burned the chicken again –
you’re such a loser.” “You’re ugly.”
Self-Fulfilling
Prophecy
Over time, the victim
begins to believe and
internalize the messages.
Thomas
Theorem
“If the situation is defined
as real, it is real in its
consequences.”
Victim believes h/she is
worthless and therefore
cannot leave.
Victim’s self-esteem and self-worth
plummets. Victim suffers depression and
anxiety and does not have the self-esteem
to leave (in addition to maybe being
financially or legally dependent).
As family and friends begin to give up
hope or as the victim isolates self from
friends and family, perpetrator reinforces
this in the victim’s mind. “See I told you
you’re a piece of shit, even your family
and friends don’t want to be around you.
I’m all you’ve got, baby.”
Do not plagiarize or copy from this document without using the appropriate citations.
R. Pires, 2014-2015. Material based on Henslin, James. Essentials of Sociology. Pearson, 2015.
12
The Difficulties of Leaving – Fear
Self-Esteem Plummets Depression and Anxiety
Psychological
Passive and Disconnected: Hopelessness
Survival Techniques
Victim begins to believe the criticism and violence to the point of
deserving and acceptance
Victim becomes co-dependent putting abuser’s feelings and needs ahead
of one’s own
Victim becomes isolated from family and friends; fears others finding out
Fear
Economic retaliation, social isolation, religious beliefs, cultural beliefs,
physical threat, custody, immigration, disability, etc.
Leaving for Good – Get Help from Healthcare Professionals
DO NOT PRESSURE VICTIMS TO LEAVE
More women are murdered when they attempt to leave than those that stay.
EMOTIONAL SUPPORT AND BUILD CONFIDENCE
Those that have emotional and physical support are more likely to seek help.
HAVE A SAFETY PLAN
Phone numbers handy and memorized, have four safety places in mind and think of reasons to leave
the home during abuse episode. Keep a package of money, clothing, medication, keys, and important
papers safe with friend. Rehearse safety plan regularly. Do not tell perpetrator safety locations.
Predictors of IPV
Child Abuse
Externalizes Coping
Internalizes Coping
Culture
Significant percentage of perpetrators were
abused as children; they learn physical force as a
survival strategy
Anger management issues, blames others,
jealous, demanding, low tolerance for stress
Drugs and Alcohol Issues
Culture teaches aggression and dependence
through gender socialization, media supports
violence and the dehumanization of women by
turning them into submissive sex objects
Food for Thought: examine the handouts attached to this lecture regarding what a
functional and dysfunctional relationship looks like (Power and Control Wheel).
Sources:
American Psychiatric Association
National Coalition Against Domestic Abuse
Domestic Violence: The Hidden Epidemic, 2006. Gail Majcher. Institute for Natural Resources.
Do not plagiarize or copy from this document without using the appropriate citations.
R. Pires, 2014-2015. Material based on Henslin, James. Essentials of Sociology. Pearson, 2015.
13
White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh (1988)
This is a partial list to read the full essay: http://www.nymbp.org/reference/WhitePrivilege.pdf
I can if I wish arrange to be in the company of people of my race most of the time.
If I should need to move, I can be pretty sure of renting or purchasing housing in an area, which I can
afford and in which I would want to live.
I can be pretty sure that my neighbors in such a location will be neutral or pleasant to me.
I can go shopping alone most of the time, pretty well assured that I will not be followed or harassed.
I can turn on the television or open to the front page of the paper and see people of my race widely
represented.
When I am told about our national heritage or about “civilization,” I am shown that people of my color
made it what it is.
I can be sure that my children will be given curricular materials that testify to the existence of their
race.
If I want to, I can be pretty sure of finding a publisher for this piece on white privilege.
I can go into a music shop and count on finding the music of my race represented, into a supermarket
and find the staple foods which fit with my cultural traditions, into a hairdresser’s shop and find
someone who can cut my hair.
Whether I use checks, credit cards or cash, I can count on my skin color not to work against the
appearance of my financial reliability.
I can arrange to protect my children most of the time from people who might not like them.
I can swear, or dress in second hand clothes, or not answer letters, without having people attribute these
choices to the bad morals, the poverty, or the illiteracy of my race.
I can speak in public to a powerful male group without putting my race on trial.
I can do well in a challenging situation without being called a credit to my race.
I am never asked to speak for all the people of my racial group.
I can remain oblivious of the language and customs of persons of color who constitute the world’s
majority without feeling in my culture any penalty for such oblivion.
I can criticize our government and talk about how much I fear its policies and behavior without being
seen as a cultural outsider.
I can be sure that if I ask to talk to “the person in charge,” I will be facing a person of my race.
If a traffic cop pulls me over or if the IRS audits my tax return, I can be sure I haven’t been singled out
because of my race.
I can easily buy posters, post-cards, picture books, greeting cards, dolls, toys, and children’s magazines
featuring people of my race.
Do not plagiarize or copy from this document without using the appropriate citations.
R. Pires, 2014-2015. Material based on Henslin, James. Essentials of Sociology. Pearson, 2015.
14
Male Privilege
This is a partial list to read the full essay: http://www.sap.mit.edu/content/pdf/male_privilege.pdf
My odds of being hired for a job, when competing against female applicants, are probably skewed in
my favor. The more prestigious the job, the larger the odds are skewed.
If I fail in my job or career, I can feel sure this won’t be seen as a black mark against my entire sex’s
capabilities.
I am far less likely to face sexual harassment at work than my female co-workers are.
If I do the same task as a woman, and if the measurement is at all subjective, chances are people will
think I did a better job.
If I choose not to have children, my masculinity will not be called into question.
If I have children and a career, no one will think I’m selfish for not staying at home.
My elected representatives are mostly people of my own sex. The more prestigious and powerful
the elected position, the more this is true.
When I ask to see “the person in charge,” odds are I will face a person of my own sex. The higher-up
in the organization the person is, the surer I can be.
As a child, chances are I was encouraged to be more active and outgoing than my sisters.
As a child, chances are I got more teacher attention than girls who raised their hands.
If I’m careless with my financial affairs it won’t be attributed to my sex.
If I’m careless with my driving it won’t be attributed to my sex.
Even if I sleep with a lot of women, there is no chance that I will be seriously labeled a “slut,” nor is
there any male counterpart to “slut-bashing.”
I do not have to worry about the message my wardrobe sends about my sexual availability or my
gender conformity.
My clothing is typically less expensive and better-constructed than women’s clothing for the same
social status. While I have fewer options, my clothes will probably fit better than a woman’s without
tailoring.
The grooming regimen expected of me is relatively cheap and consumes little time.
If I’m not conventionally attractive, the disadvantages are relatively small and easy to ignore.
I can be loud and aggressive without fear of being called a shrew or bitch.
I can be confident that the ordinary language of day-to-day existence will always include my sex.
“All men are created equal,” mailman, chairman, freshman, etc.
My ability to make important decisions and my capability in general will never be questioned
depending on what time of the month it is.
I will never be expected to change my name upon marriage.
Do not plagiarize or copy from this document without using the appropriate citations.
R. Pires, 2014-2015. Material based on Henslin, James. Essentials of Sociology. Pearson, 2015.
15
Heterosexual Privilege
This is a partial list to read the full essay: http://www.sap.mit.edu/content/pdf/heterosexual_privilege.pdf
I can be pretty sure that my roommates, hall-mates and classmates will be comfortable with my sexual
orientation.
If I pick up a magazine, watch TV, or play music, I can be certain my sexual orientation will be
represented.
When I talk about my heterosexuality (such as in a joke or talking about my relationships), I will not
be accused of pushing my sexual orientation onto others.
I do not have to fear that if my family or friends find out about my sexual orientation there will be
economic, emotional, physical or psychological consequences.
I did not grow up with games that attack my sexual orientation (i.e., fag tag or smear the queer).
I am not accused of being abused, warped or psychologically confused because of my sexual
orientation.
I can go home from most meetings, classes, and conversations without feeling excluded, fearful,
attacked, isolated, outnumbered, unheard, held at a distance, stereotyped or feared because of my
sexual orientation.
I am never asked to speak for everyone who is heterosexual.
I can be sure that my classes will require curricular materials that testify to the existence of people with
my sexual orientation.
People don't ask why I made my choice of sexual orientation.
People don't ask why I made my choice to be public about my sexual orientation.
I do not have to fear revealing my sexual orientation to friends or family. It's assumed.
My sexual orientation was never associated with a closet.
People of my gender do not try to convince me to change my sexual orientation.
I don't have to defend my heterosexuality.
I can easily find a religious community that will not exclude me for being heterosexual.
I can count on finding a therapist or doctor willing and able to talk about my sexuality.
I am guaranteed to find sex education literature for couples with my sexual orientation.
Because of my sexual orientation, I do not need to worry that people will harass me.
I have no need to qualify my straight identity.
My masculinity/femininity is not challenged because of my sexual orientation.
I am not identified by my sexual orientation.
I can be sure that if I need legal or medical help my sexual orientation will not work against me.
Do not plagiarize or copy from this document without using the appropriate citations.
R. Pires, 2014-2015. Material based on Henslin, James. Essentials of Sociology. Pearson, 2015.
16
Christian Privilege: Breaking a Sacred Taboo by Lewis Z. Schlosser
This is a partial list to read the full essay:
https://wiki.uiowa.edu/download/attachments/39006632/Christian+Privilege.pdf
I can be sure to hear music on the radio and watch specials on television that celebrate the holidays of
my religion.
I can be sure that my holy day (Sunday) is taken into account when states pass laws (e.g., the sale of
liquor) and when retail stores decide their hours (e.g., on Saturdays, they are open about 12 hours; on
Sundays, they are closed or open for only a few hours).
I can assume that I will not have to work or go to school on my significant religious holidays.
I can be financially successful and not have people attribute that to the greed of my religious group.
I can be sure that when told about the history of civilization, I am shown people of my religion who
made it what it is.
I do not need to educate my children to be aware of religious persecution for their own daily physical
and emotional protection.
I can write an article about Christian privilege without putting my own religion on trial.
My religious group gives me little fear about ignoring the perspectives and powers of people of other
religions.
I do not need to worry about the ramifications of disclosing my religious identity to others.
I can easily find academic courses and institutions that give attention only to people of my religion.
I can worry about religious privilege without being seen as self-interested or self-seeking.
I can be sure that when my children make holiday crafts, they will bring home artistic symbols of the
Christian religion (e.g., Easter bunny, Christmas tree).
I am never asked to speak for all the people of my religious group.
I can, if I wish, arrange to be in the company of people of my religion most of the time.
I can do well in a challenging situation without being called a “credit to my religion” or being singled
out as being different from other members of my religious group.
I can, if I wish to identify myself, safely identify as Christian without fear of repercussions or prejudice
because of my religious identity.
I can be sure that my children will be given curricular materials that testify to the existence and
importance of the Christian religion.
Do not plagiarize or copy from this document without using the appropriate citations.
R. Pires, 2014-2015. Material based on Henslin, James. Essentials of Sociology. Pearson, 2015.
17
Class Privilege
This is a partial list to read the full essay:
http://www.sap.mit.edu/content/pdf/class_privilege_checklist.pdf
I don’t need to worry about learning the social customs of others.
The ‘better people’ are in my social group.
It is likely that my career and financial success will be attributed to my hard work.
People appear to pay attention to my social class.
When I am shopping, people usually call me “Sir” or “Ma’am”.
When making a purchase with a check or credit card, my appearance doesn’t create problems.
When I, or my children, are taught about history, people from my social class are represented in the
books.
I can easily speak with my attorney or physician.
There are neighborhoods I can move to where I feel ‘at home’.
There are places where I can be among those exclusively from my social class.
I can deny Social Class Privilege by asserting that all social classes are essentially the same.
Experts appearing on mass media are from my social class.
There are stores that market especially to people from my social class.
I can protect myself and my children from people who may not like us based on my social class.
Law enforcement officials will likely assume I am a non-threatening person once they see me and hear
me.
Disclosure of my work and education may actually help law enforcement officials perceive me as being
“in the right” or “unbiased.”
I can easily speak to my child’s college professors.
My citizenship and immigration status will likely not be questioned, and my background will likely not
be investigated, because of my social class.
I can be sure that my social class will be an advantage when seeking medical or legal help.
If I wish to my children to private schools, I have a variety of options.
Do not plagiarize or copy from this document without using the appropriate citations.
R. Pires, 2014-2015. Material based on Henslin, James. Essentials of Sociology. Pearson, 2015.
18
Able-Bodied Privilege
Downloaded from: http://www.sap.mit.edu/content/pdf/able_bodied_privilege.pdf
I can easily arrange to be in the company of people of my physical ability.
If I need to move, I can easily be assured of purchasing housing I can get access to easily – accessibility
is one thing I do not need to make a special point of looking for.
I can be assured that my entire neighborhood will be accessible to me.
I can assume that I can go shopping alone, and they will always have appropriate accommodations to
make this experience hassle-free.
I can turn on the television or open a newspaper and see people of my physical ability represented.
When I learned about history, people of my physical ability were well represented.
I was given curricular material which showed people like me as a role model.
I can be assured that assumptions about my mental capabilities will not be made based on my physical
status.
I can swear, dress sloppily, or even be in a bad mood without people attributing it to my physical
disability.
I can do well in challenging situations very often without being told what an inspiration I must be to
other able-bodied people.
I have been asked to speak for all physically challenged people.
Almost always, when asking to speak to the person in charge, will find someone of the same physical
status.
I can buy posters, postcards, picture books, greeting cards, dolls, toys, children’s magazines featuring
people of the same physical status.
I can take a job with an affirmative action employer without having someone suspect I got my job
because of my disability.
If I am fired, not given a raise, or not hired, I do not have to question whether it had anything to do with
my appearing physically incompetent.
Do not plagiarize or copy from this document without using the appropriate citations.
R. Pires, 2014-2015. Material based on Henslin, James. Essentials of Sociology. Pearson, 2015.
19
Racism in the English Language by Robert B. Moore
To read the entire essay go to:
http://www.femi.pwp.blueyonder.co.uk/race.htm
Excerpt:
“Some may blackly (angrily) accuse me of trying to blacken (defame) the English
language, to give it a black eye (a mark of shame) by writing such black words (hostile).
They may denigrate (to cast aspersions; to darken) me by accusing me of being
blackhearted (malevolent), of having a black outlook (pessimistic, dismal) on life, of being
a blackguard (scoundrel)-which would certainly be a black mark (detrimental fact) against
me. Some may black-brow (scowl at) me and hope that a black cat crosses in front of me
because of this black deed. I may become a black sheep (one who causes shame or
embarrassment because of deviation from the accepted standards), who will be blackballed
(ostracized) by being placed on a blacklist (list of undesirables) in an attempt to blackmail
(to force or coerce into a particular action) me to retract my words. But attempts to
blackjack (to compel by threat) me will have a Chinaman's chance of success, for I am not
a yellow-bellied Indian-giver of words, who will whitewash (cover Lip or gloss over vices
or crimes) a black lie (harmful, inexcusable). 1 challenge the purity and innocence (white)
of the English language. I don't see things in black and white (entirely bad or entirely good)
terns, for I am a white man (marked by upright firmness) if there ever was one. However,
it would be a black clay when I would not "call a spade a spade," even though some will
suggest a white man calling the English language racist is like the pot calling the kettle
black. While many may he niggardly (grudging, scanty) in their support, others will be
honest and decent-and to them I say, that's very white of you (honest, decent).”
Do not plagiarize or copy from this document without using the appropriate citations.
R. Pires, 2014-2015. Material based on Henslin, James. Essentials of Sociology. Pearson, 2015.