Affirmative action in the United States Essay Example for Free

Affirmative action in the United States Essay Tanglewood may have difficulty filling their vacancies in the future because the company has a very large shortage with their sales associates. Even though Spokane has a high unemployment rate and they are able to supply a lot of people with jobs, the chances of closing the gap that is needed to fill the vacancies aren’t likely. Since the sales associates move up to shift leader, department manager, assistant store manager and then store manager then the company can fill the higher level vacancies easier. This then creates the huge shortage with sales associates. As time goes on Tanglewood will have difficulty filling vacancies just because there won’t be enough people that fits the requirements in order to be hired by Tanglewood as sales associates. Tanglewood should engage in a more specific strategy to change their recruiting and promotion practices so that they can target more women and minorities. Spokane doesn’t have a high number of minorities but if Tanglewood changes promotion and recruiting practices then this will help attract the minorities that do live in Washington. There is a high number of females so the company shouldn’t have trouble recruiting females but designing a new affirmative action will help solidify a higher number of female employees. I do believe that if the company promotes different and targets certain regions and areas through secondary schools and other employment agencies then the company can meet their affirmative action goals in a year. Pros and cons of using internal promotion versus external promotion would be that when you use internal promotion you are relying on your employees to produce the qualified candidates that fit the mold that your company is looking for. If you use external promotion then you are going to be able to do a lot more and find more people that have the qualifications. If you use internal promotion is may not take as long as  external promotion because you can give the employees an incentive to bringing in new employees. External promotion may take longer because it is based on who replies to the recruitment or who the employment agencies inform you of. There may not be as many females that aren’t already working in within the company that are going to meet the qualifications of a supervisory position. If the company looks to promote externally they may be hiring more white males into a management position over females and minorities. They may already have some females within the company that can be promoted to that level. 4. I believe that each individual store should continue to create an environment that allows the employees to bring innovation and their own voice to upper management. Each store should work well as a team and want to see each other succeed in order to meet the overall goal for the company as a whole. By incorporating an Affirmative Action plan and changing the Equal Employment Opportunity to better suit the company I feel as if each store will benefit greatly by bringing in people from a different background. The store managers should be responsible for focusing on the applicants qualifications in order for the company to continue the affirmative action. This should be followed up through training and when promotion is to be considered. Once this is set in motion the company will be able to fill the gaps in each position.

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Taylor Sakamoto AP/IB English 3 IB Paper P.6 In the novel Woman at Point Zero the author, Nawal El Saadawi, retells the life story of Firdaus, the main character, a tragic hero who rebels against the social norms within her oppressive culture seeking the same respect and prestige that is bestowed upon her male oppressors, only to be executed for her attempt to obtain the same privileges as men. This essay will demonstrate how the aspects and expectations of Egyptian culture influence Firdaus’s decisions as she struggles to be her own woman in a society controlled by dictatorial political and patriarchal structures all while exposing the evident discontentment she has with the way Egyptian society views women, and the glorification of things that go against ideal societal structures. Firdaus’s culture shapes her to become the resilient and insubordinate woman she is when she tells Saadawi her story. She starts out having a happy childhood where her mother lovingly cared for her. She describes her mother’s eyes as undefined by color nor shape but states that her mother’s eyes â€Å"were eyes that [she] watched. They were eyes that watched [her]. Even when [she] disappeared from their view, they could see [her], and follow [her] wherever [she] went, so that if [she] faltered while learning to walk, they would hold [her] up† (page 15). This fairly intimate descriptions of eyes, demonstrates how in Egyptian culture eye contact is very important as it conveys a sense of closeness as well as power; the way Firdaus’s mother watches out for her establishes that her family was indeed close knit and played a huge role early on in her life because the eyes that seem to always be present, would guide her to conform to society’s stand ards. The des... ...n as westernization occurs. Woman at Point Zero, written by Nawal El Saadawi, effectively rebels and defies the tyrannical administrative and male-controlled structures that are meant to oppress women in Egypt. This novel does this by telling of Firdaus’s bold life, the blatant dissatisfaction with the way her culture attempts to reduce the importance of women by objectifying them to nothing more than domestic servants, and the glorification of things that go against their customary values. Through her struggles, she becomes her own woman, and ultimately dying for her belief that she is inferior to no man in the process. This discontentment and glorification are made very evident throughout this novel as she disregards the cultural standards that Egyptian society expects her to uphold; and seem to be intertwined within Firdaus’s story on almost every single page.

Native Americans in the United States and African Americans Essay

Introduction Joel Spring’s Deculturalization and the Struggle for Equality examines the educational policies in the United States that have resulted in intentional patterns of oppression by Protestant, European Americans against racial and ethnic groups. The historical context of the European American oppressor is helpful in understanding how the dominant group has manipulated the minority groups. These minority groups include Americans who are Native, African, Latin/Hispanic, and Asian. Techniques for deculturalization were applied in attempts to erase the oppressed groups’ previous identities and to assimilate them into society at a level where they could be of use to the oppressors. Techniques include isolation from family, replacement of language, denial of education, inclusion of dominant group world view, and provision of inferior teachers and poor facilities. Relationships between educational policy and instances of racism and patterns of oppression are explored in the following. A section will also compare my prior education to the one presented in Spring’s book. Formatting Understanding how European Americans have been able to perceive themselves as superior in psychological, spiritual, racial, and cultural terms is integral to seeing how cultural genocide has occurred in the United States. The basic program is taken from the Roman Imperium which delegates the authority to civilize others by erasing their laws and culture and simultaneously or subsequently installing new laws and mores from the dominant group into the minority group. This plan has been applied by U. S. educators and politicians in an attempt to carry out a perceived upgrade from an inferior cultural program to the superior Anglo-Saxon mixed with Protestantism point of view. This civilized versus uncivilized and Christian versus Pagan viewpoints reveal themselves throughout the history of U. S. education. Native Americans In the Indian Citizenship Act of 1924, Native Americans were granted citizenship by the descendants of European immigrants who invaded their territory over 400 years ago. In the years before and after 1924, Native Americans have experienced cultural genocide, deculturalization, and denial of education (Spring, 2010, pp. 8-9). For example, the Naturalization Act of 1790 excluded Native Americans from citizenship, thus preventing them from having a political voice in their rapidly changing world. In 1867, the Indian Peace Commission made 2 requirements for U. S. citizenship: 1) rejection of native religions and 2) acceptance of middle-class American Christianity. The bases of a philosophy that uses superiority and inferiority include racial, linguistic and cultural differences. For European American educators, the â€Å"civilizing† of Native Americans included the installing of a work ethic, the creation of desire to accumulate property; the repression of pleasure, particularly sexual pleasure; the establishment of a nuclear family structure with the father in control; the implementation of authoritarian child-rearing practices; and conversion to Christianity (p. 14). The U. S. government’s program of Native American deculturalization was developed in part because it was less costly than fighting and killing them. Thomas Jefferson’s civilization program called for government agents to establish schools to teach women to spin and sew and men farming and husbandry (p. 18). Educational policies such as this set the stage for purchasing land and avoiding costly wars. In 1830, the Indian Removal Act authorized the President to set aside lands west of the Mississippi for exchange of Indian Land east of the Mississippi (p. 28). Cultural-ecological theory puts Native Americans in the category of involuntary minorities. They were conquered and forced into European American customs and beliefs. Replacing the use of native languages with English, destroying Indian customs and teaching allegiance to the U. S. government became major educational policies of the U. S. government toward Indians in the latter part of the 19th century. An important part of these educational policies was the boarding school designed to remove children from their families at an early age and thereby isolate them from the language and customs of their parents and tribes (p. 32). The Carlisle Indian School in Carlisle, PA became the first boarding school for Native American children in 1879. Here deculturalization methods were employed. From this methodology and perspective, the patronizing term cultural deprivation has come to imply that a group is without culture altogether (Nieto and Bode, 2008, p. 176). One of the perceived deficiencies of Native Americans was their propensity to share which caused the European Americans to label them as socialists which was anathema to the dominant group’s philosophy. Richard Pratt, the founder of the Carlisle School, sought to instill individualism and self responsibility in order to break Indians from a socialist style of sharing. All boarding and reservation schools taught in English with exceptions including some Choctaw and Cherokee schools that utilized bilingual education. In 1928, the Meriam Report reversed the philosophy that isolation of children was required. The new view was that education should occur in one’s family and community. Several decades later, from 1968 to 1990, a number of legislative acts addressed the mistakes of deculturalization. It was not until 1974 that Indian students were granted freedom of religion and culture by the Bureau of Indian Affairs. Later, in 1978, Congress granted all Native Americans religious freedom. The Native American Languages Act of 1990 commits the U. S. government to reverse its historic position which was to erase and replace Native American culture. However, the No Child Left Behind Act of 2001 reverses attempts to preserve usage of minority languages (Spring, 2010, p. 135). The destruction of cultural self determination for Native American Indians is saddening. By breaking their connection to their native culture through reeducation camps, European Americans justified a world view that saw color of skin and dogma as beacons of superiority. African Americans. Historically, Africans have been involuntary immigrants who were brought to the U. S. to be slaves. They have faced numerous forms of educational oppression based upon perceived racial differences. For example, from 1800 to 1835, education of enslaved Africans was banned. Spring notes that plantation owners were in constant fear of slave revolts and consequently denied their workers any form of education (p. 43). Furthermore, because of the need for children as farm laborers, planters resisted most attempts to expand educational opportunities for black children (p. 57). Schools for African Americans were underfunded after the Civil War (Nieto and Bode, 2008, p. 44). Segregation of blacks and whites was the order of the day for most of the nineteenth and twentieth centuries. This resulted in a racial divide, unequal school funding, and inferior facilities. An exception to segregated schooling occurred in 1855 in Massachusetts when it became a requirement to integrate schools. In 1868, the Fourteenth Amendment included a clause that appeared to disallow segregation. However this clause has been used to implement segregation in schools also. African Americans from northern states helped those in the transition from slavery to freedom. However there was a division between the philosophies of Booker T. Washington and W. E. B. Du Bois. Washington negotiated for segregated schools while Du Bois, in 1909, formed the National Association of Colored People (NAACP) which worked for desegregation (Spring, 2010, p. 52). Washington established the Tuskegee Institute in 1881 after attending the Hampton Institute which was founded by General Samuel Armstrong. The Hampton Institute was an educational model designed to keep blacks subordinate. The primary purpose of the Tuskegee Institute was to prepare freed slaves to be teachers who could instill work values in other freed slaves (p. 33). The Tuskegee Institute received support from Industrialist Andrew Carnegie who saw the apartheid model in South Africa as a format for educating black southerners. Conversely, Du Bois and the NAACP fought against the status quo of a permanent African American underclass in education and the economy (p. 62). It was not until 1954 that the Supreme Court ruled that segregated schools were unconstitutional in Brown v. Board of Education. The court ruled that separate but equal has no place in education. The separate but equal legislation was from the Fourteenth Amendment to the Constitution. Title 6 of the Civil Rights Act of 1964, established the precedent for using disbursement of government money as a means of controlling educational policies (p. 117). Additionally, much credit is given to Martin Luther King Jr. for helping move forward civil rights legislation of 1964. The Voting Rights Act and the Civil Rights Act, in the 1950s and 1960s respectively, gave African Americans political equality as well as the right to vote. African Americans have made significant gains in the past 100 years; however, the pace of change has been painfully slow. The election of a part African American President is a strong indication that we as a country have come a long way. Hispanic/Latino Americans After the conquest of Mexican and Puerto Rican lands, the U. S. government instituted deculturalization programs to ensure that these new populations would not rise up against their new government (p. 84). As with other groups, the Naturalization Act of 1790 blocked them from attaining citizenship because they were not white. Despite the Treaty of Guadalupe Hidalgo 1948, Mexican Americans were not given actual citizenship. Citizenship rights were abridged throughout the Southwest through limitations placed on voting rights and segregation in public accommodations and schooling (p. 89). Moreover, in many instances, U. S. farmers did not want the children of Mexicans to go to school, because they wanted them to work longer hours. Mexican students were forced to speak English in schools. In the last half of the nineteenth century, Mexican Americans tried to escape the anti-Mexican attitudes by attending Catholic schools. Here linguistic diversity was respected. Puerto Rico became a colony of the United States in 1898. Again, as with Native American Indians, government policy concluded that it was less costly to instill and replace culture in Puerto Rican schools than it was to employ force with the military. Teachers who only spoke English came from the U. S. to teach students who mainly spoke Spanish. U. S. educational policy in Puerto Rico attempted to replace Spanish with English as the majority language and to introduce children to the dominant U. S. culture (p. 100). Examples of deculturalization methods included U. S. flag ceremonies and studies focusing on the traditions of the dominant white culture of the United States. In 1912, the Puerto Rican Teachers Association resisted the educational policies of the U. S. and defended the use of Spanish in school. One’s native language is the foundation for future learning (Nieto and Bode, 2008, p. 235). In 1951, after 50 years of struggle, Puerto Rico became a commonwealth. Subsequently, Spanish was once again used in the schools without the dogma of English only laws. Additionally, in 1968, the Bilingual Education Act was passed. It was not until 1974 that the Equal Educational Opportunities Act gave protection to the language rights of students for whom English is not their native language (p. 243). Presently, there are many voluntary immigrants from Latin America. These students are often faced with an assimilation policy which is aimed at Americanizing them. Frequently hybridity is the order of the day for these students. Only blind arrogance could make a dominant group believe that they could go to an island of Spanish-speaking people and teach them a new culture in a new language. As with other groups, the denial of schooling or segregation was maintained in order to continue subordinating the minority. Asian Americans Asian Americans, many of whom were voluntary immigrants, include persons from China, Philippines, Japan, Korea, India, Viet Nam, Laos, Thailand and other counties. The combination of racism and economic exploitation resulted in educational policies designed to deny Asians schooling or to provide segregated schools (Spring, 2010, p. 68). In 1872 the California school code provided no public education for Asian Americans while in 1906, the San Francisco School Board created segregated schools for Chinese, Japanese, and Korean students. Finally, in 1974, the Supreme Court ruled in favor of Chinese American parents in Lau v. Nichols. The decision required public schools to provide special assistance to non-English-speaking students to learn English so that they could equally participate in the educational process (p. 124). Each group of minority Americans has pushed for improvements in the educational system. By persevering, they have been able to move toward a more equitable educational system. However, there is still the dominant European American paradigm in place. As the percentage of minority Americans rises in the coming decades, I believe we will see a movement toward a more multicultural paradigm. Personal Comparisons My early education took place in an environment of white teachers and students. The furthest my exposure to different cultures went was going to school and growing up with my Catholic and Jewish neighbors. My elementary school and middle school were 100% white and my high school had 2 Hispanic students. For me, this was normal; I knew little of other cultures. When I reflect on my American History and Social Studies classes, I recall a sanitized story presented with many stories about honorable white men. Although I finished my high school education in 1977, I do not believe that Martin Luther King Jr. or Civil Rights was mentioned once. Moreover, a great deal of social upheaval obviously was occurring; however, the only topic related to the turmoil of the era that made it to my awareness was the war in Viet Nam. After high school, I attended a small private college in Pennsylvania where approximately 30 African Americans and 10 Hispanic students attended. I was acquainted with one of the Hispanic students who had a poster of Che Guevara in his room. All of my professors were apparently European Americans and I continued to study mostly dominant culture stories. Recognizing my own lack of personal direction, I dropped out of school and entered into my own version of home schooling. I purchased a bus ticket for Tucson, Arizona; however, I first stopped in Washington D. C. to visit my Aunt. She took me to a book store where I bought some philosophy books. I explored different philosophies and literature. I travelled, worked, read and explored my values and beliefs. I returned to my home town, Lancaster, PA, and decided to return to formal University life at Millersville State University. From 1984-1987, I again had European American professors. In 1991, I reentered Millersville University to take some graduate courses. I looked into getting a graduate assistantship and found an opening in a program called Upward Bound. I interviewed with the director, whom I knew from earlier years, and with a Filipino and African American student. I got the position and subsequently was working in a multicultural enterprise. I prepared lessons for high school children from multiple ethnic groups. The reason Spring’s history of minority Americans was not part of my education was because I was raised in a racially homogenous region. I think that I could have driven east 20 miles, south 15 miles or north 5 miles and everybody would have been white. Going west 2 miles would take me into the middle of Lancaster city where many African Americans and Puerto Rican Americans live. However, I lived a provincial life and did not interact much with people from other cultures in my youth. Furthermore, it was standard policy at that time to teach from a Eurocentric point of views. The effect on White Americans of an Anglocentric and Eurocentric perspective, which does not include minority Americans, is an incomplete and inaccurate understanding of self and world. The effects on minority Americans also leads to an incomplete and inaccurate understanding of self and world include, as well as increased dropout rates and resistance to education. Additionally, cultural discontinuities may contribute to negative academic outcomes (Nieto and Bode, 2008, pp 181-182). Another effect on minority Americans is clearly a net feeling of not being included in the past and possibly being excluded from present and future events. Exclusion’s result is well described in Ralph Ellison’s Invisible Man. In this book, the narrator is unable to be seen or recognized because he is black. From Spring’s book I learned about the many minority groups that were mistreated and intentionally harmed at personal and cultural levels. Furthermore, I was ignorant about the attempts at deculturalization of Puerto Ricans. Additionally, I knew little about the detailed history of denying education to Asian and Mexican Americans. While I knew about reeducation and denial of education of Native and African Americans, I did not know the extent to which political, economic, and social forces combined to prevent these groups from experiencing their historical culture or from participating in the dominant, European American culture. Conclusion European Americans have quashed cultures in the United States through education. Native American, African, Hispanic, and Asian minorities have witnessed a persistent attack on their beliefs, values, and languages by those who either 1) thought that they were better or 2) wanted to deprive others of their pursuit of happiness in order to support economic and political position. Consistent deculturalization efforts were made toward Native Americans by government agents establishing schools for Native Americans and by boarding schools. By controlling the content and context in which education took place, U. S. educators suffocated Native American Culture and resuscitated it with the European mores. The multiple cultures of Americans from African descent were hollowed through denial of education, physical intimidation, segregation, and inferior facilities. Persistent attempts to correct the status quo by the NAACP, Martin Luther King Jr. , and several other organizations and individuals have moved the U. S. government to redress some inequities in the educational system. Mexican Americans were also placed in English-only schools or no school at all. During the twentieth century, Puerto Rican students faced the same threats of deculturalization as did Asian Americans in nineteenth and twentieth centuries. Legislation in the latter part of the twentieth century has also redressed some inequities in educational opportunities for these groups while, the No Child Left Behind Act has reduced some of the multicultural gains in education which disappoints many in the teaching profession. References Nieto, Sonia and Bode, Patty (2008). Affirming diversity: The sociopolitical context of multicultural education. Boston. Pearson Education Inc. Spring, Joel (2010). Deculturalization and the struggle for equality. New York. McGraw-Hill.

White privilege and the inequality today in South Africa - Free Essay Example

Sample details Pages: 7 Words: 1957 Downloads: 6 Date added: 2019/07/30 Category Society Essay Level High school Tags: White Privilege Essay Did you like this example? Introduction This research paper, will be based on the concept of white privilege in mainly the educational sector and investigate whether it truly is the cause of much of the inequality and social issues faced in South Africa such as black poverty and high black unemployment . Secondary and primary material will be gathered from the web and physical books in the form of articles, documentary as well as eBooks (electronic books) which are relevant to the topic of white privilege and its effects on the quality of education for individuals in South Africa. Trying to explain it and its causes. These will be summarized in the form of literature reviews that will be used to add more substance, and validity not to mention weight to the argument that will take form of an essay following after the literature reviews. As the research of the topic develops potent questions will emerge and branch off and will have to be discussed to aid in substantiating the deduction of this paper. Questions like, Can black poverty to a certain extent be blamed on white privilege? or, does white privilege affect black males or black females more?, but at the same time not falling into the trap of telling a single story from one perspective as Chimamanda Adichie a well-known Nigerian author would put it. As there is a great danger of a single story. Don’t waste time! Our writers will create an original "White privilege and the inequality today in South Africa" essay for you Create order This research paper will further explore who has the power to deal with privilege. As some would argue its the government while others would debate its a case where we need white people to realise they possess immense power which they either need to give up or share, instead of using to further personal gain. As there have been instances where white privilege was shared by its white recipient with those who are not afforded the same opportunities as them. As well as instances where a recipient of white privilege acknowledges they are a beneficiary and then try to minimize the effects of the privilege on their life so that they can be in a fair race with others. This paper seeks to explore why either of these have not become a common practice by all white people in South Africa. One doesnt have to search for long or hard to see the effects of this privilege. It can be observed on almost every street corner one can easily spot a black beggar being passed by white commuters who dont eve n look at them twice but as soon as they come across a rare site of a white beggar they are quick to offer them aid, from the element of preference as white is viewed as better. Arguments where the points are raised about whether the use and abuse of privilege by white people has basically shaped the unequal and unethical communities we live in today. In which the most of the black youth are unable to further their studies due to the fact that they come from financially struggling homes. Or how when others from neighboring provinces do make it they are forced to sleep in toilets and lecture rooms as they do not have a place to stay since they cannot afford accommodation. While at the same time their white counterparts do not experience such or even think such is possible due to white privilege shielding them from such. The paper will furthermore seek to prove that people are being deprived of needed opportunities, which would assist in them bettering communities while minimizing if not eradicate the effects of poverty and other social issues such as unemployment or lack of education experience within their communities. But the paper also seeks to address the issue of people needing to understand that white privilege is inherited by these current generations and not created by them so it firstly makes sense that most of them feel they have worked as hard as the next guy of colour to accomplish everything they have. As it also makes sense they are unaware of the fact that they are beneficiaries of white privilege as they have been exposed to it sense birth and that it made it less challenging for them to accomplish everything they have. Secondly that the anger expressed to them by black people is because they are privileged and do not seem to want to acknowledged they are. The tension between the two races further escalates with racism and white superiority coming in to play while they seem to deny the existence of white privilege. In situations where white people seem to think its acceptable to undermine and disrespect black people whether old or young because of the fact they are inferior, poverty stricken and less intelligent than them. A perfect example of this would be Penny Sparrow and her all too familiar comments on Facebook that describe black beachgoers as monkeys, in an apparent reaction to litter left behind after New Years celebrations, even more so basically stating they are uneducated and that are a source of discomfort to others(white people). Or how white people are quick to jump to the aid of a white beggar at a street corner rather than a black one. Such leading to the conclusion that white people only love and value their own hence to the example of the beggar stated above or Penny Sparrows remarks. The same way a white tragedy gets more attention compared than a black tragedy. Which makes it clear that being white carries power because of the past practices and beliefs of Eugenics throughout the world and Apartheid in South Africa. The main issue to be dealt with in this task is how its believed white privilege has become a transparent power that assists white individuals accomplish more in their lives while also shielding them from difficulties, compared to their colored counterparts. Review of literature (Summary of evidence) Source A https://www.plagiarizechecker.com/ The article is written in response to a video that displays where white privilege is in South Africa, as it exposes a white man for assaulting a traffic police officer. The video depicts how the black body is rendered imaginary and the invulnerability of white privilege. The disgraceful appearance of a police officer, a representative of state power, having to get his cap off the ground is a standardized daily occurrence of a black individual. The article goes on to talk about white privilege being an unescapable control with a strong hold on the countrys institutions, mines, farms and courts in this. At the same time it also seems that the government doesnt want to change the conditions of black people or of society. The writer feels that the only explanation that can be given for the officer not retaliating is that he could not bring himself to it because he has accepted it. Just like other black people, that they are utterly defenseless. He has allowed himself to deliberately have a sense of inferiority when in contact with white privilege. The writer goes on to express his views that the worst kind of violence used on a black individual is structural violence, and that the government does nothing to dismantle apartheids legacy on society. In the writers view a solution cannot be found in mass created anger, which mainly gets fueled by political parties that benefit off every racist attack that gets reported by the media. Relationships between political parties and black people need to be reevaluated so that they may realize that the government even after the introduction of democracy has done nothing to change their conditions. REFERENCE: Mapheto, T. (2018). The position of white privilege. [online] News24. Available at: https://www.news24.com/Columnists/Guest/the-position-of-white-privilege-20170210 [Accessed 27 May 2018]. Source B https://www.plagiarizechecker.com/ The article is written by a white South African, called Lisa and shes been asking herself questions about white privilege. Shes goes on to explain that people are customary with the term, but fail to understand the notion behind it. She goes on to acknowledge that shes a beneficiary of white privilege. She states shes had to work hard for everything, but goes on to admit that based on her race shes been afforded opportunities that were not available to nonwhites but that does not mean anything was handed to her. But white privilege has made it easier for her to reach her goals and achievements. In her opinion black people are unhappy with white people because they are depicted as being unable of admitting to be recipients of privilege. Lisa also feels whites need to admit many of them are results of white privilege as that would help in the process of reconciliation, since blacks hold hate towards complete strangers because of their race. Lisa goes on to state that whites must be aware of white privilege and understand while admitting they are beneficiaries. As well as black people need to know white people did not seek privilege, it was inherited. That circumstance created beneficiaries of this privilege. An advantage is given to a white person because of white privilege but all that is being asking is that people understand that. As a white person admitting being a beneficiary of white privilege simply means one is being mindful that because of their skin colour they have been afforded with opportunities. Lisa furthermore explains that acknowledging white privilege is all about being honest and open about the fact that for decades because of having white skin, white people received certain advantages provided to others because of their races. REFERENCE: Hold, L. (2018). I am a beneficiary of white privilege. [online] News24. Available at: https://www.news24.com/MyNews24/i-am-a-beneficiary-of-white-privilege-20171012 [Accessed 27 May 2018]. Source C https://www.plagiarizechecker.com/ The article is written by a white individual Lisa, who witnesses the aggression of racism and white privilege in a Woolworths store in the north of Gauteng. While looking for a meal, she heard a white female raising her voice, speaking in a loud and patronizing voice to the woman working behind the patisserie counter. The worker attempted to mumble a quiet explanation. Lisa then explains how she wanted to help, because she knows the work has to begin within the white community to challenge itself and its own racist elements. She went on to explain as much as the woman was a stranger her tantrum wasnt, because shes also thrown it herself in the past, and the woman working behind the counter is no stranger , and every person in any services position who has to deal with white people and their tantrums. She explains after they left the store she tried to confront her, but her reaction was atrocious. Lisa furthermore explains how she was left there, soon got into her car and drove home, hands shaking and shocked. It took a few hours of crying before deep anger rose and she thought to herself that all this time all she assumed people needed to understand white privilege. But she was wrong especially after the incident she witnessed, the level of violence and hatred said towards her by a complete stranger for confronting her lack of respect showed her as a white person how far behind whites are as a community. She realized how white privilege has deeply engrained and debased white people. And in her opinion that its time white people act, on a daily we witness these incidences occurring. White privilege has dehumanized white people so much that they need to regain their basic ethics and morals and pass then onto the following generations. REFERENCE: Golden, L. (2018). If you are a white South African, please read this The Daily Vox. [online] The Daily Vox. Available at: https://www.thedailyvox.co.za/a-letter-to-white-south-africans/ [Accessed 27 May 2018].