McIntosh also points at educational curriculum as being responsible for the entrenchment of racial privilege. According to McIntosh, the dominant subculture is not taught about the privileges that it has. In this light, the white population is not taught about the privileges that it has as is the case with the male population. The import of this is that the dominant subculture or population will be less serious in addressing the reality of racial privilege since they are unaware of the problem (McIntosh, 1).
Racial privilege is presented as having the potency to breed and exacerbate hatred. This is seen in Day 1 of the presentation A Class Divided. After the instructor plays with the mind of the students by portraying blue-eyed children as les intellectually gifted than their brown-eyed counterparts, she collects feedback on her students’ feelings. The students describe their feelings at the time as bitter, hateful toward the teacher or hurt (PBS Frontline. A Class Divided: 14 Years Later).
There is also a way in which racial privilege appears to have a stigmatizing effect on its victims. First, McIntosh shows clearly how stigma has compelled men into being able to consent to the reality or notion of the oppression of women’s rights without supporting the idea of the receding upholding of men’s welfare, interests and rights (McIntosh, 1).
At the session with the Corrections Department employees entitled How Adults Reacted and in the fifth presentation, the students admit to having felt powerless and caged because of the instructor’s constant presentation of the blue-eyed as underprivileged (PBS Frontline, A Class Divided: How the Adults Reacted).
One of the privileges that I have is class. Coming from a middle income earning class in the United States means the ability to access decent education and life. While the United States has made strident policy measures to ensure that low income earners can access decent