The existence of white privilege is supported be the enormous statistical advantage white people in America are offered in wide swaths of life. Incarceration rates, hiring rates, loan approval, housing, police violence, social trust, adoption, treatment by medical officials, etc. The advantages white Americans accrue as a consequence of their race when all other variables are accounted for can't be ignored.Ostroeuropa wrote:Threlizdun wrote:I'm a bit curious about actually obtaining their full data set, as well as the studies on white privilege they provided to the subjects. Variables such as the class composition of the respondents appears to be missing, which could offer considerable insight into the manner in which the respondents held familiarity with class inequality and the struggles it presents.
The findings of the study strike me as odd, which makes me really curious about the materials being shared with the respondents. I know of few classes that will teach about white privilege without also touching on class inequality and the systemic barriers provided by it, as well as its relation to racial and sexual inequalities.
The specifics of the situations provided to the respondents as examples also are important to consider. We know that the example provided to them is identical aside from Kevin being identified as black in one example and white in another, but the situations Kevin finds himself in for the example remains unclear to the reader. The difference of Kevin's race actually could drastically alter the manner in which he experiences the situation offers.
This is an interesting study, but the number of variables not included within the report gives me pause as someone who has conducted social research. If the findings indicate that teaching of white privilege without also including discussion of class inequality reduce empathy for the white poor, then obviously such a lack of an intersectional analysis needs to be addressed. This does not in any way indicate, as many in this thread have been suggesting, that white privilege is fake and some conspiratorial ploy to reduce sympathy for white people, or that the evidence for it should be discarded and lessons on it discontinued from classes concerning racial identity and inequality.
Prejudice and incompetence doesn't need to be a conspiracy. White privilege is a story you tell about facts to frame them in a narrative, it is not a fact in and of itself, and it involves selecting certain facts and ignoring others to present that narrative. If the result is lower sympathy for white people, that makes it a bad narrative. "fake" or "real" doesn't enter into it.
It's not the first study to draw similar conclusions. A while back there was a study with homeless people that noted if the subject was white, sympathy was reduced, and that took place in a radically different environment with different things being studied.
Studies like these are interesting, but there are some problems with trying to quantify sympathy like we do more concrete subjects such as hiring rates, loan approval rates, and the like. These are further complicated by the existence of priming. Subjects like to be compliant to researchers and offer them the answers they think they would like to hear. In matters of race, people generally want to be seen as non-racist. Studies looking into attitudes towards questions such as "would you be okay with your child marrying someone of another race" or "would you be play voting for a candidate of another race", will overwhelmingly see yes responses as the subjects understand a no response will be seen as racist. Yet when the same people are given implicit bias tests, which function by flashing images of different people and things on the screen and have the subjects make associations with them, subjects are more likely to make negative associations with images of black people and take longer to select positive associations for them if they do so.
A subject who is given material on white privilege before a test will have been primed to consciously try to make their choices appear non-racist. An over correction of their responses and behavior to do so is to be expected. If you gave them this information and then tested them months afterwards, would the results be the same? When the respondents went out into the world, did they feel more sympathetic to poor black people they passed in the street than poor white people?
Sympathy is an immensely hard matter to accurately pin down and quantity. With the general lack of information provided on how this test was conducted and what other variables were accounted for, making such sweeping conclusions as "teaching people about white privilege will make them less empathetic to poor white people" does not seem appropriate.