Privilege, Power and Its Effects on Iowa’s Young Women

1. Privilege, Power and Its Effects on Iowa’s Young Women Diane L. Finnerty Diversity Resources Coordinator Office of Affirmative Action University of Iowa

2. Overview • Introductions • What is “privilege”? • Social Identity Development: Staff, Youth • Resource Sharing Reproduction of these materials only by author's explicit permission.

3. A Cultural Competence Tale Once upon a time a monkey and a fish were caught up in a great flood. The monkey, agile and experienced, had the good fortune to scramble up a tree to safety. As he looked down into the raging waters, he saw a fish struggling against the swift current. Filled with a humanitarian desire to help his less fortunate fellow, he reached down and scooped the fish from the water. To the monkey’s surprise, the fish was not very grateful for this aid. Chinese fable as quoted in Foster (1962)/Randall-David (1996) Reproduction of these materials only by author's explicit permission.

4. “Iowa: The Home for Immigrants”Iowa Board of Immigration Publication To all Working Men, who live by honest toil, and would thereby contribute their part toward the development of a free and prosperous state; To all Landless Men and Women, of both the Old World and the New, who desire beautiful homes in the fairest portion of the green earth; To all Good Men and Women, who aspire to independence, either for themselves or their children after them, and who will contribute, either of mind or muscle, to carry Iowa forward to her grand and glorious destiny, this little book, with the information it imparts, and the counsel it gives, is respectfully offered... • From “Welcoming New Iowans: A Guides for Citizens and Communities,” University of Northern Iowa Reproduction of these materials only by author's explicit permission.

5. “Privilege” • Unearned power conferred systematically, or benefits bestowed prenatally on the basis of biological traits. (McIntosh, Peggy) • Choices, entitlements, advantages, benefits, assumptions and expectations granted based on membership in the culturally dominant group; includes the privileges granted by society, as well as the assumptions and expectations internalized by members of the dominant identity. (Olsson, Joan) Reproduction of these materials only by author's explicit permission.

6. Adapted from Loden and Rosener, 1991 Reproduction of these materials only by author's explicit permission.

7. We have long since grown accustomed to thinking of (people of color) as being “racially disadvantaged.” Rarely, however, do we refer to Whites as “racially advantaged,” even though that is an equally apt characterization of existing inequality. ‘Membership,’ as the folk from American Express remind us, ‘has its privileges.’ • Reverend David E. Bumbaugh, Unitarian Church Summit, New Jersey. November 1995. Reproduction of these materials only by author's explicit permission.

8. Viewed as… • "Deprived, disadvantaged, deviant, disturbed, or dumb" • Jewelle Taylor Gibbs, 1985, 28. As quoted in B.J. Ross Leadbeater N. Way (Eds.). (1996) Urban Girls: Resisting Stereotypes, Creating Identities (p. 2). Reproduction of these materials only by author's explicit permission.

9. Social Identity Development • Identity Development 1) Premised on social theory of oppression: Agent/Target based on social group membership 2) Psychosocial impact on worldview 3) Passive/Active: Unconscious/Conscious 4) Attitudes & Behaviors • Limitations • Stage progression not linear • People don’t fit neatly into binary Agent/Target categories Reproduction of these materials only by author's explicit permission.

10. What’s in a name? Before I started school in America I was Edite. Maria Edite dos Anjos Cunha. Maria, in honor the Virgin Mary. In Portugal it was customary to use Maria as a religious and legal prefix to every girl’s name….Edite came from my godmother, Dona Edite Baetas Ruivo…The dos Anjos was for my mother’s side of the family. Like her mother before her, she had been named Maria dos Anjos. And Cunha was for my father’s side. Carlos dos Santos Cunha, son of Abilio dos Santos Cunha, the tailor from Sail. I loved my name…It was melodious and beautiful. And through it I knew exactly who I was. (Pedrosa, 1990, p. 34) Reproduction of these materials only by author's explicit permission.

11. Edite and her “well-meaning” second-grade teacher, Mrs. Donahue (Peabody, Massachusetts; 1961) • “Your name will be Mary Edith Cunha,” she declared. “In America you only need two or three names. Mary Edith is a lovely name. And it will be easier to pronounce.” My name was Edite. Maria Edite dos Anjos Cunha. I had no trouble pronouncing it. “Mary Edith, Edithhhh, Mary Edithhhh,” Mrs. Donahue…wrinkled up her nose and raised her upper lip to show me the proper positioning of the tongue for the “th” sound….Day after day Mrs. Donahue made me practice pronouncing that name that wasn’t mine. Later my other teachers shortened it to Mary. And I never knew quite who I was. Reproduction of these materials only by author's explicit permission.

12. Real Life... • Describe a recent situation you experienced that had interesting cultural and/or privilege dynamics involved in it. • Describe the interaction, including the identities of the people involved. • What were your perceptions of the interaction? • What did you appreciate about the interaction? What do you wish had been different? Reproduction of these materials only by author's explicit permission.

13. Motivation If you have come here to help me, you are wasting your time. But if you’ve come because your liberation is bound up with mine, then let us work together… ~ Lilla Watson, Brisbane-based Aboriginal activist Reproduction of these materials only by author's explicit permission.

14. Resource Sharing • What are three things you can do as you return to your environment to address issues of privilege? • What will you need to do this work? Reproduction of these materials only by author's explicit permission.