RW4_Identity+Wheel+Week+8

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Santa Rosa Junior College *

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Anthropology

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Dec 6, 2023

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ANTH 345: Reflective writing 4 Please note – there are three parts to this reflective writing Part I. The House We Live In. Be sure to reference the film in your answers to the questions below. Transcript available here : Race: The Power of an Illusion: The House We Live In 1. How did federal housing policies institutionalize segregation and wealth disparities? Do you still see evidence of this impact in your town/city/neighborhood? Your answer should include and define the term redlining. Federal housing policies played a significant role in institutionalizing segregation and wealth disparities through practices such as redlining. Redlining refers to a discriminatory practice where government-backed entities, like the Federal Housing Administration (FHA), systematically denied loans or insurance to people based on their race or the racial composition of their neighborhood. The process involved marking neighborhoods with a large African American population as high-risk, leading to limited access to financial resources for residents in those areas. This discriminatory practice had a profound impact on wealth accumulation and homeownership opportunities. Denied access to loans and insurance, minority communities were often forced into substandard housing, limiting their ability to build equity. Meanwhile, predominantly white neighborhoods received preferential treatment, allowing residents to accumulate wealth through homeownership. The legacy of redlining is still evident in many cities and neighborhoods today. Patterns of disinvestment limited economic opportunities, and disparities in infrastructure can often be traced back to historical redlining practices. In some cases, minority communities continue to face challenges in accessing fair and affordable housing, perpetuating wealth disparities. 2. Why do property values go down when a neighborhood changes from white to nonwhite? Who plays a role in this? Your answer should include reference to/definition of blockbusting . Property values often decrease when a neighborhood undergoes racial change due to a practice known as blockbusting. Blockbusting involves exploiting racial fears to encourage white homeowners to sell their properties at a loss, creating an opportunity for real estate agents to profit by reselling homes at inflated prices to nonwhite buyers. *Excerpts from: Samuels, DR (2009) Teaching Race, Gender, Class, and Sexuality

When neighborhoods experience racial transitions, real estate agents and speculators may use fear tactics, spreading rumors of declining property values and increased crime rates to white homeowners. This prompts a panic-selling response, leading to a temporary oversupply of homes on the market. As a result, property values decrease due to the perceived instability and uncertainty associated with racial change. This process reinforces racial and economic segregation, as minority buyers often end up paying more for homes than their white counterparts. Blockbusting, along with redlining, contributes to the perpetuation of racial disparities in housing and exacerbates wealth inequalities, as minority homeowners face challenges in building equity similar to their white counterparts. Part II. Reflexive Section In RW 3, you identified your social locations in various categories of identity. Please fill in your social locations here: Race: Brown/ Hispanic Gender: Female Class (socioeconomic status): Upper middle class Age: 23 Religion: None Sexual orientation: Heterosexual Ability status (if you do not currently have a disability (physical, mental, learning), then you are temporarily able-bodied): Able-bodied Using that information, you will map your locations to the wheel diagram below (Fig 3). “In the center of the wheel is a “P” for Privilege. Moving toward the outside of the wheel is where the brunt of the weight of oppression is experienced, as the wheel turns. The “P” in the center of the wheel represents those who possess unearned benefits, who are often unaware of the burden that is carried by those who are situated further away from the center”. (p.42)* Remember, your location is determined in comparison to that of the ‘mythical norm’ ( Fig 1 ). *Excerpts from: Samuels, DR (2009) Teaching Race, Gender, Class, and Sexuality

“If every category in the mythical norm is a privileged category, then how does each of your social locations compare to it? For example, if a student is white, s/he matches the mythical norm in the category of race. If a student is a lesbian, then in terms of sexual orientation, she is further away from the center of the wheel in that category.” (p. 43) It is important to remember that it is not a matter of how you feel , but rather your comparison to the mythical norm. In other words, a female student might feel extremely privileged to be a woman, but this sociological exercise refers to the patriarchal aspect of society where being male holds more status (financially, socially, spatially, etc.) than being female, so the mark would fall further away from the privileged side of the spoke ( Fig 2 ). On the other hand, if we view gender as a continuum , then the gender spoke must also include transgendered people, whose mark would be even closer to the oppressed side of the spoke. Thus, a female’s mark would not be all the way to the oppressed side of the spoke in comparison. Again, the purpose of this activity is to demonstrate where we each fit in comparison to the standard of the mythical norm to which we are all compared. (p. 44) *Excerpts from: Samuels, DR (2009) Teaching Race, Gender, Class, and Sexuality Figure 1. Mythical Norm as plotted on the wheel Figure 2. Example plot

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Part III. Identity wheel – mapping your social locations Prompt : Using the information you have gathered from course readings and discussions (including the board game), consider each of the components of the wheel and discuss your privileges and/or oppressions in each category. Use this as a place to explore your feelings and reactions to learning about the systems around us. Consider how you can turn your reactions into a positive force for changing the system. Race: Brown/Hispanic Privileges: As a person of color, I am aware of the societal challenges and systemic racism that individuals from minority backgrounds often face. However, being brown/Hispanic, I may benefit from certain privileges within my community, such as cultural connections, shared experiences, and a sense of belonging. These factors can contribute to a support network that helps navigate racial challenges. Oppressions: Despite potential cultural advantages, being a person of color exposes me to racial Oppression Oppression P Ability SES Race Gender Religion Sexua l or ie n t a ti on Age Figure 3. Your locations Female Able Brown Upper Middle Class None 23 Hetero

prejudices, stereotypes, and systemic barriers. These can manifest in various aspects of life, from education and employment to interactions with law enforcement. The awareness of racial disparities may lead to feelings of frustration and a sense of injustice. Gender: Female Privileges: In some contexts, being female may come with advantages, such as increased emphasis on diversity and inclusivity. However, these advantages may be limited and can vary across different environments. There is a growing recognition of the importance of gender equity, but challenges persist, especially in male-dominated fields. Oppressions: Females often face gender-based discrimination, stereotypes, and the pervasive issue of gender pay gaps. Societal expectations regarding appearance, behavior, and roles can create oppressive environments. Being aware of these challenges can evoke a sense of frustration but also a commitment to advocating for gender equality. Class (Socioeconomic Status): Upper Middle Class Privileges: Being in the upper-middle-class category provides certain privileges, including access to quality education, healthcare, and a generally more comfortable lifestyle. Economic stability can also offer a safety net during challenging times. Oppressions: The awareness of class privilege may lead to a sense of responsibility to address socioeconomic disparities. It is essential to recognize the existence of systemic barriers that hinder upward mobility for others and work towards creating more equitable opportunities. Age: 23 Privileges: Youth often comes with energy, adaptability, and a fresh perspective. There may be opportunities for growth, exploration, and the ability to shape one's identity without the constraints of entrenched habits. Oppressions: Being young can also mean facing ageism, with potential challenges in being taken seriously or gaining the same level of respect as older individuals. It may lead to a desire to prove oneself and contribute meaningfully despite age-related biases. Religion: None

Privileges: As someone without a religious affiliation, I may not face the same forms of discrimination or bias that individual from minority religious backgrounds encounter. There may be a level of autonomy and freedom in personal beliefs. Oppressions: However, being non-religious can lead to a sense of exclusion in societies where religious norms are deeply ingrained. There might be misconceptions or stigmatization associated with a lack of religious affiliation. Sexual Orientation: Heterosexual Privileges: In many societies, heterosexuality is the dominant and accepted sexual orientation. This can result in fewer challenges related to social acceptance, legal recognition, and the ability to openly express one's identity. Oppressions: While heterosexuality may not face the same degree of oppression as some other sexual orientations, it is important to recognize the LGBTQ+ community's struggles. This awareness can lead to a commitment to supporting inclusivity and advocating for equal rights. Ability Status: Able-bodied Privileges: As an able-bodied individual, I benefit from the convenience of physical accessibility in various environments. I may not face the same daily challenges as those with disabilities in terms of mobility, communication, or access to facilities. Oppressions: It is crucial to recognize the privileges associated with able-bodiedness and advocate for greater inclusivity. This involves being mindful of the physical and societal barriers faced by individuals with disabilities and actively working towards creating accessible and accommodating spaces. Reflection on Feelings and Reactions: Understanding my privileges and oppressions in various categories is an ongoing process that evokes a range of emotions. There's a sense of gratitude for the advantages I have and empathy for those facing systemic barriers. Simultaneously, there's a responsibility to use these insights as a positive force for change. Learning about systemic inequalities can be uncomfortable, but it also serves as a catalyst for personal growth and social advocacy. It's essential to turn feelings of frustration or guilt into

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action, whether through education, advocacy, or supporting initiatives that aim to dismantle oppressive systems. Acknowledging one's positionality in the wheel of social identity fosters a deeper understanding of intersecting oppressions and privileges. This awareness can be channeled into promoting inclusivity, challenging biases, and contributing to a more equitable and just society.

RW4_Identity+Wheel+Week+8

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